Paducah Independent School District Exit Criteria School ___________________________ Student ___________________________ Grade 6 Year _____ - _____ Teacher _________________________

READING Big Idea: Forming a Foundation (Reading)RD-O6-1.0.4___Students will formulate questions to guide reading___apply knowledge of synonyms, antonyms, homonyms/homophones, differences in meaning, or simple analogies to assist comprehension___interpret and explain literal and non-literal meanings of words or phrases, based on contextRD-O6-1.0.1 DOK 2___Students will apply knowledge of synonyms or antonyms to comprehend a passage. RD-O6-1.0.7 DOK 2 ___Students will interpret literal and non-literal meanings of words or phrases, based on context.

Literal Non-literal

RD-06-1.0.2 DOK 2 ___Students will select, based on context, the appropriate meaning for a word that has multiple meanings ___identify syllables and parts of words (e.g., prefixes, suffixes, base words, common roots) and apply their meanings to comprehend unfamiliar wordsRD-06-1.0.3 DOK 2___Students will apply the meanings of word parts (prefixes, suffixes, roots) to comprehend unfamiliar words in a passage.___describe words in terms of categories (e.g., water is a liquid), functions (e.g., water is for drinking), or features (e.g., water flows)___scan to find specific key information (e.g., dates, places); skim to get the general meaning of a passageRead and understand: Regular, irregular plurals Abbreviations Possessives Inflectional endings Comparatives/superlatives SyllablesRD-O6-1.0.5___Students will scan to find key information. RD-O6-1.0.6___Students will skim to get the general meaning of a passageEL-6-FF-S-1___Students will apply context and self-correction strategies while readingEL-6-FF-S-2___Students will make predictions while reading___Students will read grade-appropriate material -- orally and silently- with automaticity (accuracy and fluency, phrasing, expression, and attention to text featuresEL-S-FF-S-3___Students will use a variety of reading strategies to understand vocabulary and texts:___ formulate questions to guide reading (before, during and after reading)___ apply word recognition strategies to determine pronunciations or meanings of words in passagesEL-6-FF-S-4___Students will use resources (e.g., dictionaries, glossaries, thesauruses) to identify multiple meanings of words, content-specific meanings of words, and precise use of vocabulary

Big Idea: Developing an Initial Understanding (Reading)RD-O6-2.0.1 DOK 3___Students will identify or explain the main idea of a passage.RD-O6-2.0.2 DOK 2___ Students will identify and describe characteristics of short stories, novels, poetry or plays. Fiction (e.g. science fiction, historical fiction, mysteries, legends, fables, folk tales, fairy tales, tall tales, myths, parables) Non-fiction (e.g. autobiography, biography, editorial, essay, articles) Short Story Novel Poetry (e.g. free verse, haiku, ballad, lyric, couplets, riddles, limericks, concrete poems, narrative poems, nursery rhymes) PlayRD-O6-2.0.3 DOK 3___Students will identify or explain the use of literary elements (e.g., characterization, setting, plot, theme, point of view) in a passage. Setting Characters /traits Plot Conflict of a passage Resolution Point of view Theme Climax Style/tone Structure Mood/atmosphereEL-6-DIU-S-6___Students will demonstrate understanding of literary elements and literary passages/texts:

___identify characteristics of different types of literary texts (e.g., stories, poems, plays, folktales, historical fiction, realistic fiction, mysteries, science fiction, myths, legends)___identify and explain the main idea of a passageRD-06-2.0.4 DOK 1

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___Students will locate key ideas or information in a passage.EL-6-DIU-S-7___Students will demonstrate understanding of informational passages/texts:___locate key ideas, information, facts or detailsRD-O6-2.0.5 DOK 2___Students will summarize information from a paragraph, a section of a passage or the entire passage. EL-6-DIU-S-5___Students will paraphrase and summarize information from texts of various lengths; make text-based inferences; draw conclusions based on what is readRD-O6-2.0.7DOK 3___Students will make predictions, draw conclusions, make generalizations or make inferences based on what is read.EL-6-DIU-S-1___Students will use comprehension strategies (e.g., using prior knowledge, predicting, generating clarifying, literal and inferential questions, constructing sensory images, locating and using text features) while reading, listening to, or viewing literary and informational textsEL-6-DIU-S-2___Students will use text structure cues (e.g., chronology, cause/effect, compare/contrast, description, classification, logical/sequential), to aid in comprehensionEL-S-DIU-S-3___Students will distinguish between fiction and non-fiction textsRD-O6-2.0.8 DOK 2___Students will explain the meaning of concrete or abstract terms, based on the context from a passage (e.g., “loaded” words, connotation and denotation). EL-S-DIU-S-4___Students will explain the meaning of concrete or abstract terms, based on the context (e.g., “loaded” words, connotation, denotation)___use information from text to state and support central/main idea___use information from texts to accomplish a specific task or answer questions___use text features and visual information (e.g., maps, charts, graphs, timelines, visual organizers) to understand textsRD-O6-2.0.6___Students will apply the information contained in a passage to accomplish a task/procedure or answer questions about a passage.

Big Idea: Interpreting Text (Reading)EL-6-IT-S-1___Students will use comprehension strategies while reading, listening to, or viewing literary and informational textsEL-6-IT-S-2___Students will use text structure cues (e.g., chronology, cause/effect, compare/contrast, description, logical/sequential) to aid comprehensionEL-6-IT-S-3___Students will use text references to explain author’s purpose, author’s message or theme and supporting evidenceRD-O6-3.0.1 DOK 3Students will explain the relationship between events in a story and a character’s behavior.RD-O6-3.0.2 DOK 2 ___Students will identify an author’s purpose in a passage. RD-O6-3.0.3 DOK 3___Students will explain or analyze how a conflict in a passage is resolved. RD-O6-3.0.4 DOK3Students will identify details that support the main idea or explain their importance in a passage.EL-6-IT-S-6___Students will demonstrate understanding of informational passages/texts:___distinguish between informative and persuasive passages___identify use of persuasive techniques (e.g., emotional/ logical appeal, repetition) or propaganda techniques (e.g., testimonial, bandwagon)___use evidence/references from the text to state central/main idea and details that support them; explain the importance of details in a passage___distinguish between facts and opinions found in texts___explain the purposes of text features in different types of informational textsRD-O6-3.0.5___Students will distinguish between informative and persuasive passages.RD-O6-3.0.6___Students will distinguish between fact or opinion.RD-O6-3.0.7 DOK 2 ___Students will identify an author’s opinion about a subject. EL-6-IT-S-4___Students will record and organize ideas to show understanding of central ideas and interrelationships (e.g., charting, mapping, graphic organizer, outlining, note taking)EL-6-IT-S-5___Students will demonstrate understanding of literary elements and literary passages/texts:___analyze how external conflicts are resolved identify use of author’s craft as appropriate to genre (e.g., rhyme, alliteration, sensory images, simile, description, dialogue)___explain the relationship between events in a story and a character’s behavior___identify details that support the main idea or explain their importance in a passageRD-O6-3.0.8 DOK 2___Students will identify the argument or supporting evidence from a passage. RD-O6-3.0.9 DOK 2___Students will identify persuasive techniques (e.g., expert opinion, emotional appeal, logical appeal, repetition) or propaganda techniques (e.g., testimonial, bandwagon).

Big Idea: Reflecting and Responding to Text (Reading)RD-O6-4.0.1___Students will connect information from a passage to students’ lives (text-to-self), real world issues (text-to-world) and other texts (text-to-text - e.g., novel, short story, song, film, website, etc.).

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EL-6-RRT-S-1___Students will use comprehension strategies while reading, listening to, or viewing literary and informational texts to make connectionsEL-6-RRT-S-2___Students will self select texts based on personal interestsEL-6-RRT-S-3___Students will use evidence from text(s) to generate a personal response to what is read or viewed:___relate texts to prior knowledge, personal experiences, other texts or ideas___provide text references/evidence to support connections (text-to-self, text-to-text, text-to world)EL-6-RRT-S-4___Students will read a wide range of texts, including texts by the same author, about the same subject or theme, or from the same genre in order to respond and make connections (text-to-self, text-to-text, text to-world)EL-6-RRT-S-5___Students will demonstrate participation in a literate community by sharing and responding to ideas and connections with others through writing and in-depth discussions about texts

Big Idea: Demonstrating a Critical Stance (Reading)RD-O6-5.0.8 DOK 3___Students will explain or analyze how the use of text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures and captions) enhances the reader’s understanding of a passage.EL-6-DCS-S-1___Students will analyze how text features organize information for clarity or for usefulnessRD-O6-5.0.9 DOK 2___Students will identify organizational patterns (e.g., cause and effect, comparison, contrast, sequence) to understand a passage.EL-6-DCS-S-2___Students will identify the organizational pattern used (e.g., description, sequence, cause/effect, compare/contrast, logical/sequential) and explain how it helps in understanding the passage (e.g., organizing key ideas) and meeting the author’s purposeRD-O6-5.0.5___Students will evaluate the author’s word choice, style, content, or use of literary elements.EL-6-DCS-S-3___Students will evaluate what is read based on the author’s purpose, message, word choice, sentence variety, content, or use of literary elementsEL-6-DCS-S-4___Students will form and support judgments/opinions about central ideasEL-6-DCS-S-5___Students will interpret the interactions among literary elementsIn preparation for RD-O8-5.0.2Students will interpret the use of literary elements (e.g., characterization, setting, plot, theme, point of view) in a passage. DOK 3Literary Devices Setting Characters /traits Plot Conflict of a passage Resolution Point of view Theme Climax

Style/tone Structure Mood/atmosphere Satire Suspense Flashback Sub-plot Mood

RD-O6-5.0.1___Students will identify the ways in which similar themes, ideas and concepts are developed in more than one literary work.RD-O6-5.0.3 DOK 2___Students will identify literary devices (e.g., symbolism, irony, analogies, imagery, foreshadowing, figurative language).Literary Devices

Symbolism Irony Analogies Imagery Foreshadowing Satire Suspense Flashback Sub-plot Mood

Figurative language Similes Metaphors Personification Hyperbole Idioms Stanza Repetition Onomatopoeia Alliteration Oxymoron

EL-6-DCS-S-6___Students will explain the effectiveness of literary devices or figurative language in evoking what the author intended (e.g., picturing a setting, predicting a consequence, establishing a mood or feeling)EL-6-DCS-S-7___Students will make connections and synthesize information within and across texts (e.g., comparing themes, ideas, concept development)EL-6-DCS-S-8___Students will evaluate the accuracy of information presented in textsEL-6-DCS-S-9___Students will evaluate arguments, interpret, and analyze information from multiple sources by synthesizing arguments or claims to discover the relationship between the partsEL-6-DCS-S-10___Students will evaluate connections among evidences and inferencesEL-6-DCS-S-11___Students will evaluate the quality of evidence used to support or oppose an argumentEL-6-DCS-S-12___Students will evaluate the use of persuasive or propaganda techniquesEL-6-DCS-S-13

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___Students will recognize faulty reasoning and false premises in an argument

SPEAKING, OBSERVING, LISTENINGBig Idea: Speaking, Listening and ObservingIn formal speaking situationsAccording to 404 KAR 3:303, the Program of Studies outlines the minimum content standards for all students across grade levels and content areas. Although this content is not tested in the Commonwealth Accountability Testing System, it is required instruction in order for the course to meet the guidelines of 404 KAR 3:303.Students will develop ideas that reinforce the presentations in class that relate to drama productions as they develop characterization and performance.Grade 6 Skills and Concepts / In formal speaking situationsEL-6-SLO-S-1Students will create oral presentations that___are appropriate for the purpose (e.g., to inform, persuade, entertain), audience, context and occasion___support ideas with sound evidence and appropriate details___maintain a consistent focus___organize ideas in a coherent, meaningful way including an introduction and a conclusion that are appropriate to audience and purpose___choose language for its effect on the audience (e.g., strong nouns, active verbs, concrete and sensory details, and figurative language)EL-6-SLO-S-2Students will apply delivery techniques___both verbal (e.g., tone, volume, rate, articulation, inflection, pacing) and nonverbal (e.g., gestures, facial expressions, eye contact)___avoid distracting delivery behaviors (e.g. excessive verbal pauses, fidgeting)___use language appropriate to audience; use specialized content vocabulary as needed___adhere to standard guidelines for grammar, usage, mechanics or use non-standard language for effect when appropriate (e.g., word plays, common figures of speech)___choose language for its effect on the audience (e.g., strong nouns, active verbs, concrete and sensory details, figurative language)Students are graded periodically on a critique sheet when doing class presentationsSince all students must perform in drama, they receive a score which is included in part of their overall grade. This is done daily.EL-6-SLO-S-3___Students will use visual aids, media and tools of technology to support oral communicationEL-6-SLO-S-4___Students will document ideas from outside sources (e.g., citing authors, titles, websites)Grade 6 Skills and Concepts / In informal speaking situationsEL-6-SLO-S-5___Students will give spoken instructions to perform specific tasksStudents are graded daily in class on presentations.All students will receive a score sheet to prepare for unit presentations after a hand on assignment has been practiced and assigned. Example is the TEOP.EL-6-SLO-S-6___Students will ask and respond to questions as a way to enrich class discussionsEL-6-SLO-S-7___Students will play a variety of roles in group discussions (e.g., discussion leader, facilitator, responder)EL-6-SLO-S-8___Students will use different voice level, phrasing and intonation for different situations (e.g., small group settings, discussions)Grade 6 Skills and Concepts / When listeningEL-6-SLO-S-9 ___Students will follow spoken instructions to perform specific tasksEL-6-SLO-S-10___Students will identify the controlling idea of a speech and key ideas that support itEL-6-SLO-S-11___Students will respond critically (describe the style of a speech, including the speaker’s choice of language to evoke a response, evaluate conclusions, credibility of information presented)EL-6-SLO-S-12___Students will respond to information in a variety of ways by summarizing, taking useful notes, organizing, analyzing or recording that which is meaningful and usefulEL-6-SLO-S13___Students will respond appropriately/respectfully (e.g., ask questions, respond with civility/respect)Students are asked to run a score sheet and help learn to evaluate effective speaking procedures during class as part of the class assignment.All students will have the opportunity to explore appropriate vocabulary relating to listening, speaking and observing.EL-6-SLO-S-14___Students will follow the organization of a presentation and recognize the speaker’s use of transitions EL-6-SLO-S-15___Students will interpret and evaluate the effectiveness of verbal and nonverbal delivery techniques, including visual cuesEL-6-SLO-S-16___Students will build on the ideas of others and contribute appropriate information or ideasEL-6-SLO-S-17___Students will use self-evaluations and feedback from teachers and peers to improve presentations Grade 6 Skills and Concepts / When observingEL-6-SLO-S-18 ___Students will use a variety of criteria (e.g., clarity, accuracy, effectiveness, relevance of facts) to evaluate mediaExploring the elements of media will give the students the opportunity to focus on the technical and real approaches to the read world in advertising.Each student will have the opportunity to practice in class the ideas developed through class discussion.EL-6-SLO-S-19___Students will evaluate the role of media in focusing attention and in forming opinionEL-6-SLO-S-20___Students will interpret a variety of techniques used in advertising

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EL-6-SLO-S-21___Students will identify the effective use of visual and auditory cues (e.g., cutaway, close-up or long shot, voiceover, sound effects) to enhance the message or understand context

WRITINGBig Idea: Writing ContentPurpose/Audience: Teachers should refer to the Kentucky Marker Papers document for appropriate writing development in all four types of: Reflective, Personal, Literary and Transactive.Engage in daily

Writing to learn Writing to demonstrate learning and/or Publication of writing through authentic tasks: various types of journals, learning logs, exit/admit slips, reflections, 4 types of writing, open

response, on demand, etc.EL-6-WC-S-1___Students will write to learn by applying strategies effectively (e.g., learning logs, response journals)EL-6-WC-S-2___Students will write to demonstrate learning and understanding of content knowledge (e.g., journals, test answers, on-demand, research reports)WR-M-1.1.0 DOK 4 Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authentic audience by___Narrowing the topic to create a specific purpose for writing___Establishing a controlling idea, theme, or conclusion about the topic___Choosing a perspective authentic to the writer___Analyzing and addressing the needs of the intended audience___Adhering to the characteristics of the form___Applying a suitable tone___Allowing voice to emerge when appropriate Produce a Best Pieces Portfolio with the required 3 entries:

1. Reflective Writing: Writer’s growth through literacy development2. Personal Expressive Writing: Narrative/Memoir/ Essay

OrLiterary Writing: Short Story, Poem, or Script

3. Transactive Writing: Various Real World FormsMaintain a working writing folder containing the following: Works in progress Completed pieces Evidence of writing process, writing to learn, writing to demonstrate learning, publishing Lists of vocabulary, spelling words Open response items On demand writing Conferencing records/tips: teacher, peer, self editing Organizers for writing Other.EL-6-WC-S-3Students will write for a variety of authentic purposes and audiences:___communicate about the significance of personal experiences and relationships___communicate through authentic literary forms to make meaning about the human condition___communicate through authentic transactive purposes for writing (e.g. informing, describing, explaining, persuading, analyzing)___analyze and communicate reflectively about literacy goals___analyze and address needs of intended audience___adjust the writing style (formal, informal) for intended audienceEL-6-WC-U-4___Students will communicate purpose, focus, and controlling ideas authentic to the writerWR-06-1.1.1 In Reflective Writing,___Students will evaluate personal progress toward meeting goals in literacy skills.___Students will recognize needs of the intended audience.___Students will use a suitable tone or appropriate voice. Evaluating own and other’s writing for purpose and audience awarenessWR-06-1.1.2 In Personal Expressive Writing,___Students will communicate the significance of the writer’s experience by narrating about life events or relationships or central ideas.___Students will apply characteristics of the selected form (e.g., personal narrative, personal memoir, personal essay).___Students will create a point of view.___Students will use a suitable tone or appropriate voice.In Literary Writing,___Students will communicate to an audience about the human condition (e.g., by painting a picture, recreating a feeling, telling a story, capturing a moment, evoking an image or showing an extraordinary perception of the ordinary).___Students will apply characteristics of the selected form (e.g., short story, play/script, poem).___Students will create a suitable tone or appropriate voice.___Students will apply a fictional perspective in literary writing when appropriate.

Students will make decisions about appropriate audience. Students will create a point of view.

WR-06-1.1.3 In Transactive Writing,___Students will communicate a purpose through informing or persuading.___Students will develop an angle to achieve purpose.___Students will communicate as an informed writer to clarify what the reader should know, do or believe as a result of reading the piece.___Students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech).___Students will use a suitable tone.

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Students will allow voice to emerge when appropriate.WR-M-1.2.0 DOK 4Idea Development/Support: Students will support main ideas and deepen the audience’s understanding of purpose by___Developing logical, justified and suitable explanations___Providing relevant elaboration___Explaining related connections or reflections___Applying idea development strategies appropriate for the formEvaluating own and other’s writing for idea development/support.WR-06-1.2.1 In Reflective Writing,___Students will develop the connection between literacy skills (reading and writing) and understanding of content knowledge.___Students will describe own literacy skills, strategies, processes or areas of growth.___Students will explain own decisions about literacy goals.___Students will identify own strengths and areas for growth.Students will support claims about self.EL-6WC-S-5___Students will develop ideas that are logical, justified and suitable for a variety of purposes, audiences and forms of writingEL-6-WC-S-6___Students will select and incorporate ideas or information (e.g., from research, reading, discussion, other content areas), explaining reflections or related connections (e.g., identifying relationships, drawing conclusions, offering support for conclusions, organizing prior knowledge about a topic)EL-6-WC-S-7___Students will communicate understanding of a complex idea or event from multiple perspectivesEL-6-WC-S-8___Students will provide sufficient details and appropriate depth of elaboration for clear understandingEL-6-WC-S-9___Students will use and sustain suitable voice or tone WR-06-1.2.2 In Personal Expressive/Literary Writing,___Students will communicate theme/ main idea through use of literary elements appropriate to the genre:___Students will develop characters (fictional/non-fictional) through thoughts, emotions, actions, descriptions or dialogue when appropriate.___Students will develop plot/story line appropriate to the form.___Students will develop setting, mood, scene, image or feeling.___Students will apply literary or poetic devices (e.g., simile, metaphor, personification) when appropriate.___Students will incorporate reflection, insight and analysis when appropriate.WR-06-1.2.3 In Transactive Writing,___Students will communicate relevant information to clarify a specific purpose.___Students will develop an angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals).___Students will develop explanations to support the writer’s purpose.___Students will apply research to support ideas with facts and opinions.___Students will incorporate persuasive techniques when appropriate (e.g, expert opinion, emotional/logical appeal, repetition) or propaganda techniques (e.g., testimonial, bandwagon)when appropriate.

Big Idea: Writing StructureWR-M-2.4.0 DOK 3 Sentence Structure: Students will create effective sentences by___Applying a variety of structures and lengths___Developing complete and correct sentences unless using unconventional structures for an intentional effect when appropriate Declarative Interrogative Imperative Exclamatory Simple sentence with compound parts and begin to develop Compound sentence Complex sentences)

Subject/verb complement Simple subject and predicate Subject verb agreement Predicate nominative Phrases (e.g. verbal, prepositional, verb) Clauses (e.g., adjective,

adverb, noun, conjunction) And introduce Clauses (e.g., adjective, adverb, noun, conjunction) Evaluating own and other’s writing for sentence structure.

WR-06-2.4.1 In Reflective Writing,___Students will develop sentences of various structures and lengths throughout the piece___Students will develop complete ___Sentences or apply unconventional structures when appropriate. WR-06-2.4.2 In Personal Expressive/Literary Writing,___Students will develop sentences of various structures and lengths throughout the piece.___Students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate.___Students will arrange poetic language in a meaningful order.___Students will apply poetic line breaks effectively.WR-06-2.4.3 In Transactive Writing,___Students will develop complete sentences or apply unconventional structures when appropriate.EL-6-WS-S-1___Students will use complete and correct sentences of various structures and lengths (e.g., simple, compound, complex) to enhance meaning throughout a piece of writing; apply unconventional sentence structures to achieve intended effect on audienceWR-M-2.3.0 DOK 3Organization: Students will create unity and coherence to accomplish the focused purpose by___Engaging the audience___Establishing a context for reading when appropriate___Communicating ideas and support in a meaningful order___Applying transitions and transitional elements to guide the reader through the piece___Developing effective closureEvaluating own and other’s writing for organization.

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EL-6-WS-S-2 ___Students will develop analytical structures appropriate to purpose (e.g., sequence, problem/solution, description, question/answer, cause/effect, compare/contrast, chronology)EL-6-WS-S-3___Students will establish a context for the reader and a controlling idea in the introduction; develop the piece sufficiently, arranging ideas in meaningful order; and conclude effectivelyEL-6-WS-S-4___Students will create unified and coherent paragraphs; apply paragraph structures (block and indented) consistently and appropriatelyEL-6-WS-S-5___Students will use a variety of transitions and/or transitional elements (e.g., ellipses, time transitions, white space) with intentWR-06-2.3.1 In Reflective Writing,___Students will engage the interest of the reader. ___Students will communicate ideas and details in meaningful order.___Students will apply a variety of transitions or transitional elements between ideas to guide the reader.___Students will apply paragraphs effectively.___Students will create conclusions effectively.WR-06-2.3.2 In Personal Expressive/Literary Writing,___Students will engage the interest of the reader.___Students will communicate ideas and details in a meaningful order.___Students will apply organizational devices (e.g., foreshadowing, flashback) when appropriate.___Students will apply a variety of transitions or transitional elements between ideas and details to guide the reader.___Students will apply paragraphing effectively.___Students will arrange poetic stanzas in a way that enhances the meaning through the use of white space, line breaks and shape.___Students will create conclusions effectively.WR-06-2.3.3 In Transactive Writing,___Students will establish a context for reading.___Students will apply the accepted format of the genre.___Students will develop an appropriate text structure (e.g., cause/effect, problem/solution, question/answer, comparison/contrast, description, sequence) to achieve purpose.___Students will arrange ideas and details in a logical, meaningful order by using a variety of transitions or transitional elements between ideas and details.___Students will apply paragraphing effectively.___Students will incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions) when appropriate.___Students will create conclusions effectively.EL-6-WS-S-6___Students will apply organizational devices (e.g., foreshadowing, flashback) to achieve intended effect on audienceEL-6-WS-S-7___Students will incorporate text features (e.g., bullets, subheadings, table of contents, white space, pictures, labels, diagrams, embedded visuals, charts, shape in poetry) to enhance clarity and meaning

Big Idea: Writing ConventionsWR-M-3.5.0 DOK 2Language: Students will exemplify effective language choices by___Applying correct grammar and usage___Applying concise use of language___Incorporating strong verbs, precise nouns, concrete details and sensory details___Applying language appropriate to the content, purpose and audienceEvaluating own and other’s writing for language usageEL-6-WV-S-1___Students will choose precise and descriptive language for clarity, richness and/or its effect on the reader (words with multiple meanings, words that imply different shades of meaning, words with literal and non-literal meanings, strong nouns and verbs, concrete and sensory details, figurative language – metaphors, similes, alliteration, personification)EL-6-WV-S-2___Students will use specialized content vocabulary and words used for specific contexts, as neededEL-6-WV-S-3___Students will apply correct grammar skills (e.g., complete sentences, various sentence structures, subject and verb agreement, pronoun antecedent agreement); mechanics (e.g., capitalization, punctuation); and usage (e.g., affect/effect, a lot) WR-06-3.5.1 In Reflective Writing,___Students will adhere to standard guidelines for grammar and usage or apply nonstandard for effect.___Students will apply language concisely.___Students will incorporate language to address the content, purpose and audienceWR-06-3.5.2 In Personal Expressive/Literary Writing,___Students will adhere to standard guidelines for grammar and usage or apply nonstandard when appropriate for effect.___Students will incorporate language based on economy, precision, richness or impact on the reader.___Students will develop ideas through descriptive or figurative language.WR-06-3.5.3 In Transactive Writing,___Students will adhere to standard guidelines for grammar and usage.___Students will use precise word choice.___Students will use the specialized vocabulary of the discipline/content appropriate to the purpose and audience.WR-M-3.6.0 DOK 2 Correctness: Students will communicate clearly by___Applying correct spelling___Applying correct punctuation___Applying correct capitalization___Incorporating acceptable departure from standard correctness to enhance meaning when appropriate

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___Incorporating appropriate documentation of ideas and information from outside sources (e.g., citing authors or titles within the text, listing sources)Evaluating own and other’s writing for correctness.

1. Contractions2. Compound word3. Homonyms4. Irregular tenses5. Possessives6. Prefixes, suffixes7. Abbreviations/acronyms8. Assigned words encountered in

content areas.

Interpret/recite spelling words using five steps:1. Look at word.2. Say the word.3. Think about the word.4. Write the word.5. Check the spelling. Students will use correct spelling

to the level of the writer:

Students will use punctuation appropriately:

1. After dialogue2. Direct quotes3. After a noun in direct address

following introductory words or phrases

4. Appositives5. Colons 6. Semi colons7. Titles (poems, short stories,

chapters, dialogues)8. Underlining for written titles of

complete works.EL-6-WV-S-4___Students will apply non-standard or unconventional language for intended effect appropriate to purposeEL-6-WV-S-5___Students will use resources (e.g., dictionary, glossary, word processing programs) and apply knowledge of spelling rules to correct spelling in final draftsEL-6-WV-S-6___Students will use resources (e.g., word processing programs, thesaurus) to adhere to standard guidelines for grammar, usage and mechanicsEL-6-WV-S-7___Students will document ideas used from outside sources (e.g., citing authors or titles within the text; listing print and non-print sources) when paraphrasing, summarizing, quoting or using graphics

Big Idea: Writing ProcessWR-M-4.7.0 Focusing___Connecting to content knowledge___Connecting with prior learning and experience___Initiating an authentic reason to write___Thinking about a subject, an experience, a question, an issue or a problem to determine a meaningful reason to writeEL-6-WP-S-1___Students will focus: establish and maintain a controlling idea on a selected topicWR-M-4.8.0 Prewriting___Selecting/narrowing a topic___Establishing a purpose and central/controlling idea or focus___Identifying and analyzing the audience___Determining the most appropriate form to meet the needs of purpose and audience___Generating ideas (e.g., reading, journaling, mapping, webbing, note-taking, interviewing, researching, other writing-to-learn activities)___Organizing ideas – examining other models of good writing and appropriate text structures to match purpose and organize informationEL-6-WP-S-2Students will prewrite:___determine the most appropriate form to meet needs of purpose and audience___generate ideas to support and develop controlling idea (e.g., journaling, webbing, free writes, researching print/ non-print/ electronic sources, note-taking, interviewing, observation, viewing, surveying, imagining and creating novel ideas)___organize and present ideas by taking notes, quoting, paraphrasing, summarizingWR-M-4.9.0 Drafting___Writing draft(s) for an intended audience___Developing topic, elaborating ideas, exploring sentence variety and language use___Organizing writingUse organizational techniques to show reader awareness (e.g., sub-headings, bold print, bulleted lists, use of white space/color).EL-6-WP-S-3Students will draft:___determine how, when and whether to use visuals (e.g., illustrations, charts, diagrams, photographs) or technologies (e.g., digital images, video) in lieu of or in addition to written communication___logically introduce and incorporate quotesWR-M-4.10.0 Revising (Content/Ideas)___Reflecting to determine where to add, delete, rearrange, define/redefine or elaborate content___Conferencing with teacher or peer(s) to help determine where to add, delete, rearrange, define/redefine or elaborate content___Checking for accuracy of content___Considering voice, tone, style, intended audience, coherence, transitions___Comparing with rubric criteria and anchor papers/models___Considering effectiveness of language usage and sentences to communicate ideasWR-06-4.10.4 Idea Development___Students will narrow topic for selected writing.WR-06-4.10.5___Students will identify topic sentence of a paragraphWR-06-4.10.6___Students will select appropriate supporting details.WR-06-4.10.7___Students will identify extraneous/irrelevant materials.WR-06-4.10.8 Organization___Students will correct sentences that are out of chronological/sequential order or insert new sentences in the correct chronological sequence position.WR-06-4.10.9___Students will identify the most effective transitions.EL-6-WP-S-4Students will revise:

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___reflect on own writing___confer with peers and other writing conferencing partners to critically analyze one’s own work and the work of others___confer to determine where to add, delete, rearrange, define/redefine or elaborate content so that writing is coherent and effective for intended audience, then make revisions___identify and develop topic sentences, making sure ideas are supported appropriately with relevant details and that sentences are in sequential order; insert new sentences and delete unnecessary ones; develop effective introductions and conclusions; eliminate redundant words; choose the most precise words availableWR-06-4.10.10 ___Students will develop effective introductions and closures for writing.WR-06-4.10.11 Word Choice___Students will eliminate redundant words.WR-06-4.10.12___Students will choose the most specific word for use in a sentence

WR-M-4.11.0 Editing (Conventions and Mechanics)___Checking for correctness with self, teacher or peer (s)___- Language usage___- Sentence structure___- Spelling___- Capitalization___- Punctuation___- Documentation of sources___Using resources to support editing (e.g., spellcheck, dictionaries, thesauri, handbooks)WR-06-4.11.13 Language Usage___Students will apply knowledge of subject/verb agreement with both singular and plural subjects. WR-06-4.11.14___Students will apply knowledge of present, past and future verb tenses. WR-06-4.11.15___Students will apply knowledge of comparative and superlative forms of adjectives and adverbs.EL-6-WP-S-5___Students will edit for appropriate language usage, sentence structure, spelling, capitalization, punctuation and proper documentation of sourcesWR-06-4.11.16___Students will apply knowledge of special problems in usage (e.g., a/an, to/two/too, their/there/they’re), pronoun references and double negatives. WR-06-4.11.17___Students will apply knowledge of idiomatic expressions. WR-06-4.11.18 Sentence Structure___Students will correct run-on and awkward sentences. Students will apply the knowledge of:

Action verbs Forms of the verb be Helping and main verbs Transitive and intransitive verbs Adjectives and predicate adjectives Adverbs Prepositions Conjunctions Interjections

WR-06-4.11.19___Students will correct sentence fragments. WR-06-4.11.20___Students will combine short choppy sentences effectively. WR-06-4.11.21___Students will combine simple sentences by using subordination and coordination. WR-06-4.11.22___Students will correct simple sentences with misplaced/ and dangling modifiers. WR-06-4.11.23 Spelling___Students will apply knowledge of spelling patterns, generalizations and rules to commonly used words.Students will spell correctly:

1. Compound words2. Homonyms3. Irregular tenses4. Possessives5. Prefixes, suffixes6. Abbreviations/acronyms7. Assigned words encountered in reading/writing activities.

Students will interpret/recite spelling words at appropriate grade levels by using five steps:1. Look2. Say3. Think about the word4. Write the word5. Then check the spelling.

WR-06-4.11.24___Students will apply knowledge of spelling patterns, generalizations and rules to plural forms of words. WR-06-4.11.25___Students will apply knowledge of spelling patterns, generalizations and rules to contractions. WR-06-4.11.26___Students will apply knowledge of spelling patterns, generalizations and rules to change verb endings.

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WR-06-4.11.27 Capitalization___Students will capitalize proper nouns (e.g., names, days, months).WR-06-4.11.28___Students will capitalize the beginning of sentences.WR-06-4.11.29Students will capitalize the pronoun “I”.WR-06-4.11.30___Students will capitalize proper adjectives.WR-06-4.11.31___Students will capitalize first word in a quote when appropriate.WR-06-4.11.32___Students will capitalize the first word and every succeeding main word in a title.WR-06-4.11.33 Punctuation___Students will correctly punctuate declarative, exclamatory, interrogative and imperative sentences.Students will use quotation marks for direct quotes (common dialogue), titles; e.g., poems, short stories, chapters, dialogue.Students will use underlining for written titles of complete works.WR-06-4.11.34___Students will use commas in a series, a date, a compound sentence and the greeting and closing of a letter.WR-06-4.11.35___Students will correctly apply the rules of punctuation for commas in appositives, direct address, and introductory phrases and clauses.WR-06.4.11.36 ___Students will correctly apply the rules of punctuation for apostrophes in possessives and contractions.WR-06.4.11.37___Students will correctly apply the rules of punctuation for periods in abbreviations and acronyms.WR-06-4.11.38Students will correctly apply the rules of punctuation for semi-colons in items in a series and in correcting combined sentences.WR-06-4.11.39___Students will correctly apply the rules of punctuation for colons in introducing a list and the business letter greeting.WR-06-4.11.40___Students will correctly apply the rules of punctuation for quotation marks in dialogue, titles and direct/indirect quotes.DocumentationWR-06-4.11.41___Students will document use of sourcesWR-M-4.12.00 Publishing___Sharing final piece with intended audienceEL-6-WP-S-6___Students will publish to produce products for intended audience:___present written material using digital presentation and graphics (e.g. charts and tables)___present final work in a neat, legible formWR-M-4.13.00 Reflecting___Students will reflect upon___Progress, growth and goals as a writer___Literacy skills___Who or what has influenced progress and growth___Approaches used when composing (e.g., free-writing, mental composing, researching, drawing, webbing)EL-6-WP-S-7___Students will reflect and evaluate personal progress and skills in writing

MATHBig Idea: Number Properties and OperationsMA-06-1.1.1 DOK 1___Students will provide examples of and identify fractions, decimals and percents.MA-06-1.1.2___Students will describe and provide examples of representations of numbers (whole numbers, fractions in simplest form, mixed numbers, decimals, percents) and operations in a variety of equivalent forms using models, diagrams, and symbols (e.g., number lines, 10 by 10 grids, rectangular arrays, number sentences), based on real-world and mathematical problems.Compare and order rational numbers using relation of equality and inequality (<, >, =) (E.g., order on a number line.)Create and solve word problems with real life applications using algebraic ideas.MA-06-1.1.3 DOK 2___Students will convert between any two of the following numbers: fractions, decimals, and percents (less than or equal to 100%); and will compare and order these numbers.MA-6-NPO-S-NS1___Students will continue to develop number sense using fractions, decimals and percents, including percents greater than 100% and improper fractions.MA-6-NPO-S-NS3___Students will develop place value of large and small numbers, including decimals.MA-6-NPO-S-E2___Students will estimate large and small quantities of objects.MA-06-1.3.1 DOK 2---Students will add, subtract, multiply and divide whole numbers, fractions and decimals to solve real-world problems and apply order of operations to simplify numerical expressions.MA-06-1.3.2___Students will explain how operations (addition and subtraction; multiplication and division) are inversely related.Estimate large and small quantities.Estimate computational results.Classify numbers less than 100 as prime or composite.Whole NumbersAddition:

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Understand terms: commutative, associative, distributive and identity properties/inverse (subtractions as inverse of addition). Demonstrate understanding of key words that denote appropriate operations. Recognize and apply properties of addition: commutative, associative, and identity (zero). Find missing addends. Estimate sums. Subtraction Recognize and apply properties of subtraction: zero, order, identity. Find missing numbers. Estimate difference (to nearest 10-100,000).Multiplication Demonstrate understanding of terms: factor and product. Multiply numbers of varied digits by up to 5-digit numbers vertically/horizontally without regrouping. Multiply amounts of money by whole number. Recognize the properties of multiplication: order, one, zero, commutative, associative, identity, and inverse. Identify factors of whole numbers. Identify greatest common factor. Identify multiples of whole numbers. Identify common multiples and least common multiples of pairs of numbers. Estimate products by rounding (to nearest 10,000).Division Know terms: dividend, divisor, quotient, and remainder. Find the average of numbers. Recognize and apply properties of division: identity and inverse. Use estimation to check results (addition, subtraction, multiplication, and division).Fractions Know terms: numerator, denominator, proper fraction, improper fraction, mixed numeral, lowest terms, common denominator, multiple. Find fractional part of whole number. Identify reciprocal numbers. Write equivalent fractions – supply missing numerator or denominator. Convert improper fraction to standard or mixed numeral. Convert standard or mixed numeral to improper fraction. Write fractions in lowest terms. Find least common denominator given. Find least common denominator not given.Addition of Fractions Add fractions with and without common denominator. Add fractions mixed numerals with and without common denominator. Add fractions of three or more with and without common denominator.Subtraction of Fractions Subtract fractions with mixed numerals with and without common denominator. Subtract fractions with mixed numerals with and without regrouping. Subtract fractions from whole number.Multiplication of Fractions Simplify sum, difference, product and quotient. Multiply fractions. Multiply fractions and mixed numbers. Multiply whole numbers times mixed numbers and proper fractions. Multiply three or more fractions or mixed numbers. Multiply fractions using canceling or reducing.Division of Fractions Divide fractions. Divide whole number by fraction. Divide fraction by whole number.Percents, Decimals and Money Demonstrate understanding of percentage symbol and meaning, percent as fraction, and percent as part of whole.Percents, Decimals, Money: Addition Add place value to thousandths. Add mixed numerals with unequal number of digits to right of decimal.Percents, Decimals, Money: Subtraction Subtract place value to thousandths. Subtract mixed numerals with unequal number of digits to right of decimal. Subtract mixed number from whole number.Percents, Decimals, Money: Multiplication Multiply decimal (to thousandths). Multiply decimal times decimal using zero in the product. Multiply a decimal by power of 10.Percents, Decimals, Money: Division Divide decimal by 1 digit and/or 2-digit whole number to hundredths and thousandths. Divide decimal or whole number by decimal in tenths, hundredths or thousandths. Read and write tenths, hundredths, and thousandths.Create and solve word problems with real-life applications with addition, subtraction, multiplication, and division of whole numbers, fractions, decimals, percents, and money.Identify fractions to equal to 1.MA-06-1.5.1___Students will identify and apply prime numbers, composite numbers, prime factorization, factors, multiples and divisibility to solve real-world and mathematical problems (e.g., prime factorization to determine a least common multiple [LCM] or greatest common factor [GCF]). MA-06-1.5.2 DOK 1

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___Students will identify the use of properties (commutative properties of addition and multiplication, the associative properties of addition and multiplication and the identity properties for addition and multiplication) to simplify numerical expressions.MA-6-NPO-S-NS4___Students will explore positive integral exponents (e.g. squares, cubes).MA-6-NPO-S-NS5___Students will compare, order and convert between whole numbers, fractions, decimals and percents using concrete materials, drawings or pictures and mathematical symbols (e.g., <,≤,>,≥,=,≠ , order on a number line).MA-6-NPO-S-NO3___Students will explain and/or demonstrate inversely-related operations (addition and subtraction; multiplication and division).MA-6-NPO-S-PNO1___Students will determine prime numbers, composite numbers, prime factorization, factors, multiples, greatest common factor and least common multiple.MA-6-NPO-S-PNO2___Students will simplify fractions and determine equivalent fractions.MA-6-NPO-S-PNO3___Students will use prime numbers, composite numbers, factors, multiples and divisibility to solve problems.MA-6-NPO-S-PNO4___Students will explore and/or demonstrate how applications of properties (e.g., commutative, associative, inverse and identity for addition and multiplication) show relationships among numbers and operations.MA-06-1.2.1 DOK 2___Students will estimate to solve real-world and mathematical problems with whole numbers, fractions, decimals and percents, checking for reasonable and appropriate computational results.MA-06-1.3.1___Students will add, subtract, multiply and divide whole numbers, fractions and decimals to solve real-world problems and apply order of operations to simplify numerical expressionsMA-6-NPO-S-NS2___Students will extend applications of operations (+,−,×,÷ ) to include fractions and decimals.MA-6-NPO-S-E1___Students will estimate and mentally compute to solve real-world and/or mathematical problems with whole numbers, fractions, decimals and percents, checking for reasonable and appropriate computational results.MA-6-NPO-S-E2___Students will estimate large and small quantities of objects.MA-6-NPO-S-NO1___Students will develop addition, subtraction, multiplication and division of common fractions and decimals with manipulatives and symbols (e.g., mental computation, paper and pencil, calculators)MA-6-NPO-S-NO2___Students will add, subtract, multiply, divide and apply order of operations with whole numbers, fractions and decimals to solve real-world problemsMA-6-NPO-S-NO3___Students will explain and/or demonstrate inversely-related operations (addition and subtraction; multiplication and division).MA-06-1.4.1 DOK 2___Students will describe and apply ratios to solve real-world problems.MA-6-NPO-S-RP1___Students will develop meaning of percent and how to determine a percentage.MA-6-NPO-S-RP2

___Students will develop meaning of ratio (e.g., describe and compare two sets of data using ratios and appropriate notations: 3:5, , 3 to 5).

MA-6-NPO-S-RP3___Students will define and apply ratios to solve real-world problems.

Big Idea: MeasurementMA-06-2.2.1___Students will convert units within the same measurement system and use these units to solve real-world problems.MA-6-M-S-SM1___Students will describe and provide examples of U.S. Customary and metric units of measurement; use these units to solve real-world and/or mathematical problems.MA-06-2.1.1___Students will measure lengths (to the nearest eighth of an inch or the nearest centimeter) and will determine and use in real-world and mathematical problems:___area and perimeter of triangles;___area and perimeter of quadrilaterals (rectangles, squares); (using the Pythagorean theorem will not be required as a strategy) and___area and perimeter of compound figures composed of triangles and quadrilaterals. Use metric units of measure to the nearest unit: centimeter, meter, kilometer, millimeter. Use standard units of measure for length: inch, half inch, quarter inch, one-eight inch, feet, yard, mile. Convert measurement units for length. Convert measurement units for mass.MA-06-2.1.2___Students will estimate measurements in standard units including fractions and decimals. Find area of regular and irregular quadrilaterals by measuring and subdividing. Find area of squares and rectangles with formulas. Use rate (relationship between time and distance).MA-06-2.1.3___Students will explain how measurements and measurement formulas are related or different (perimeter and area of rectangles).MA-6-M-S-MPS1___Students will find perimeter of regular and irregular polygons in metric and U.S. customary units.MA-6-M-S-MPA2___Students will read and use measurement tools (e.g., rulers, scales, protractors, angle rulers).MA-6-M-S-MPA3

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___Students will find area of plane figures composed of triangles, squares and rectangles by subdividing and measuring; use square units appropriately.MA-6-M-S-MPA4___Students will estimate and find angle measures and segment measures.MA-6-M-S-MPA5___Students will estimate measurements in standard units, including fractions and decimals.MA-6-M-S-MPA6___Students will explain how measurements and measurement formulas are related or different (e.g., compare the perimeter with the area of a rectangle).MA-6-M-S-SM1___Students will estimate, compare and convert (meaning to make ballpark comparisons/not memorize conversion factors between U.S. and metric) units of measurement for length, weight/mass and volume/capacity within the U.S. customary system and within the metric system:___length (e.g., parts of an inch, inches, feet, yards, miles, millimeters, centimeters, meters, kilometers);___weight/mass (e.g., pounds, tons, grams, kilograms);___volume/capacity (e.g., cups, pints, quarts, gallons, milliliters, liters).

Big Idea: GeometryMA-6-3.1.1 DOK 2___Students will describe and provide examples of the basic geometric elements (points, rays, lines, segments, angles [acute, right, obtuse], planes, radius, diameter, circumference). line segments, rays, vertices and angles. Identify terms and relationships for a line segment, intersecting lines, parallel lines, and perpendicular lines. Find angle measurements and segment measurements. Identify characteristics of lines (cylinders, perpendicular, parallel, intersecting).

Identify terms and relationships for angles (type and measurement) of right, acute, and obtuse. Recognize regular polygons and special quadrilaterals.

Visualize and represent geometric figures (draw).MA-06-3.1.2 DOK 2___Students will describe, and provide examples of the elements (e.g., sides, vertices, angles, congruent parts) of two-dimensional figures (circles, triangles, quadrilaterals, regular polygons), and will apply these elements and figures to solve real-world and mathematical problems. Classify and compare triangles: right, acute, obtuse Classify and compare triangles: isosceles, equilateral, scalene Demonstrate understanding of circle parts: center, diameter, radius, chord, circumference Identify adjacent and opposite sides of parallelogram. Identify diagonal of polygonMA-06-3.1.3___Students will describe, provide examples of, and identify elements (e.g., vertices, angles, faces, edges, congruent parts) of common three-dimensional figures (spheres, cones, cylinders, prisms, and pyramids).MA-06-3.1.4 DOK 2___Students will identify and describe congruent figures, and will apply congruent figures to solve real-world and mathematical problems. Identify geometric shapes: plane shapes (circle, square, triangle, rectangle, parallelogram) Identify prosperities and classify characteristics of quadrilaterals.MA-06-3.1.5___Students will identify similar figures and apply similar figures to solve real-world and mathematical problems. Identify a symmetrical figure. Identify congruent shapes and angles. Distinguish similar figures. Create and solve word problems with real life applications using geometry/measurement..MA-6-G-S-SR1___Students will formulate and use the rules for the sum of angle measures in a triangle (180°) and in a quadrilateral (360°).MA-6-G-S-SR2___Students will identify and use relationships among lines (e.g., parallel, perpendicular).MA-6-G-S-SR3___Students will identify, describe and provide examples of the basic geometric elements (points, rays, lines, segments, angles [acute, right, obtuse], planes, radius, diameter, circumference).MA-6-G-S-SR4___Students will identify, describe and provide examples and properties of two-dimensional figures (circles, triangles [acute, right, obtuse, scalene, isosceles, equilateral], quadrilaterals, regular polygons); apply these properties and figures to solve real-world problems.MA-6-G-S-SR5___Students will describe, provide examples of and identify properties (e.g., vertices, angles, faces, edges, congruent parts) of common three-dimensional figures (spheres, cones, cylinders, prisms and pyramids).MA-6-G-S-SR6___Students will describe and provide examples of congruent and similar plane figures; apply congruent and similar plane figures to solve real-world problems.MA-06-3.3.1 DOK 2___Students will identify and graph ordered pairs on a positive coordinate system (Quadrant I), correctly identifying the origin, axes and ordered pairs; and will apply graphing in the coordinate system to solve real-world and mathematical problems.

Use and read measurement tools (rulers and scalesLocate points on a grid using coordinates (number pairs)MA-6-G-S-CG1___Students will identify and graph ordered pairs on a positive coordinate system, identifying the origin, axes and ordered pairs.MA-6-G-S-CG2___Students will apply graphing in the positive coordinate system to solve real-world and mathematical problems.MA-06-3.2.1___Students will describe, provide examples of, and apply line symmetry to real-world and mathematical problems.

Move shapes in a plane (translate, rotate, reflect).Investigate transformations of figures (dilate – magnify, reduce)MA-06-3.2.2 DOK 2Students will:

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___reflect figures across a horizontal orvertical line in the first quadrant;___translate figures in a plane in the first quadrant and___determine the coordinates of the image after transformation in the first quadrantMA-06-3.2.3___Students will identify rotations of figures in the plane (90° and 180°).MA-6-G-S-TS1___Students will determine lines of symmetry for a plane figure, sketch plane figures with multiple lines of symmetry and apply line symmetry to real-world and/or mathematical situations.MA-6-G-S-TS2___Students will transform (translate and reflect across a horizontal or vertical line) figures in the first quadrant of the coordinate plane and determine new coordinates of the shape after transformation.MA-6-G-S-TS3___Students will explore the rotation of a figure in a plane in the first quadrant, with and without manipulatives.MA-06-3.1.2 DOK 2___Students will describe, and provide examples of the elements (e.g., sides, vertices, angles, congruent parts) of two-dimensional figures (circles, triangles, quadrilaterals, regular polygons), and will apply these elements and figures to solve real-world and mathematical problems.MA-06-3.1.4 DOK 2___Students will identify and describe congruent figures, and will apply congruent figures to solve real-world and mathematical problems.MA-6-G-S-SR3___Students will identify, describe and provide examples of the basic geometric elements (points, rays, lines, segments, angles [acute, right, obtuse], planes, radius, diameter, circumference).MA-6-G-S-SR4___Students will identify, describe and provide examples and properties of two-dimensional figures (circles, triangles [acute, right, obtuse, scalene, isosceles, equilateral], quadrilaterals, regular polygons); apply these properties and figures to solve real-world problems.MA-06-3.1.5___Students will identify similar figures and apply similar figures to solve real-world and mathematical problems.MA-06-3.2.1___Students will describe, provide examples of, and apply line symmetry to real-world and mathematical problems.MA-06-3.3.1 DOK 2___Students will identify and graph ordered pairs on a positive coordinate system (Quadrant I), correctly identifying the origin, axes and ordered pairs; and will apply graphing in the coordinate system to solve real-world and mathematical problems.MA-6-G-S-SR6___Students will describe and provide examples of congruent and similar plane figures; apply congruent and similar plane figures to solve real-world problems.MA-6-G-S-TS1___Students will determine lines of symmetry for a plane figure, sketch plane figures with multiple lines of symmetry and apply line symmetry to real-world and/or mathematical situations.MA-6-G-S-CG2___Students will apply graphing in the positive coordinate system to solve real-world and mathematical problems.

Big Idea: Data Analysis and ProbabilityMA-06-4.1.1 DOK 3___Students will analyze and make inferences from data displays (drawings, tables/charts, pictographs, bar graphs, circle graphs, line plots, Venn diagrams, line graphs, stem-and-leaf plots). Gather information, organize, represent, analyze, and interpret large sets of data. Evaluate arguments that are based on data analysis. Apply measures of central tendency (mean, median, mode). Apply range. Select an appropriate graph to represent given data. Compare data from various types of graphs.MA-06-4.1.4 DOK 2___Students will determine and construct appropriate data displays (bar graphs, line plots, Venn diagrams, tables, line graphs), and will explain why the type of display is appropriate for the data.MA-6-DAP-S-DR2___Students will collect, organize, construct, analyze and interpret data in a variety of graphical methods, including line plots, line graphs, circle graphs, bar graphs and stem-and-leaf plots.MA-06-4.1.1 DOK 3___Students will analyze and make inferences from data displays (drawings, tables/charts, pictographs, bar graphs, circle graphs, line plots, Venn diagrams, line graphs, stem-and-leaf plots).MA-06-4.1.4 DOK 2___Students will determine and construct appropriate data displays (bar graphs, line plots, Venn diagrams, tables, line graphs), and will explain why the type of display is appropriate for the data.MA-6-DAP-S-DR2___Students will collect, organize, construct, analyze and interpret data in a variety of graphical methods, including line plots, line graphs, circle graphs, bar graphs and stem-and-leaf plots.MA-6-DAP-S-ES1___Students will pose questions; collect, organize and display data.MA-06-4.1.2___Students will explain how different representations of data (e.g., tables, graphs, diagrams, plots) are relatedMA-6-DAP-S-DR1___Students will select an appropriate graph to represent given data and justify the selection.MA-6-DAP-S-DR4___Students will relate different representations of data (e.g., tables, graphs, diagrams, plots).MA-06-4.1.1 DOK 3___Students will analyze and make inferences from data displays (drawings, tables/charts, pictographs, bar graphs, circle graphs, line plots, Venn diagrams, line graphs, stem-and-leaf plots).

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MA-06-4.2.1 DOK 2___Students will determine and apply the mean, median, mode and range of a set of data.Recognize outliers, gaps, and clusters of data.MA-06-4.4.1 DOK 2___Students will describe or determine (e.g., tables, tree diagrams) the sample space of an event for a real-world or mathematical situation.Describe and represent functional relationships through tables, graphs, and verbal rules.MA-06-4.4.2 DOK 3___Students will determine single event probabilities based on the results of an experiment and will make inferences based on the data.MA-06-4.4.3___Students will explore the theoretical probability of simple events.MA-6-DAP-S-DR3___Students will compare data from various types of graphs.MA-6-DAP-S-CD1___Students will make predictions, draw conclusions and verify results from statistical data and probability experiments.MA-6-DAP-S-CD2___Students will determine and apply measures of distribution (mean, median, mode, range).MA-6-DAP-S-ES2___Students will explore how sample size affects the reliability of the outcome.MA-6-DAP-S-P1Students will describe or determine (e.g., tables, tree diagrams) the sample space of an event.MA-6-DAP-S-P2___Students will investigate solutions to probability problems using counting techniques, tree diagrams, charts and tables.MA-6-DAP-S-P3___Students will make predictions, draw conclusions and verify results from statistical data and probability experiments.MA-6-DAP-S-P4___Students will determine simple probabilities based on the results of an experiment and make inferences based on the data.MA-6-DAP-S-P5___Students will explore the role of probability in decision making.

Big Idea: Algebraic ThinkingMA-06-5.1.1 DOK 3___Students will extend, describe rules for patterns and find a missing term in a pattern from real-world and mathematical problems. Interpret relationships between tables and graphs. Organize data into tables and construct groups of data. Interpret relationships between tables, graphs, verbal rules and equations.MA-06-5.1.2 DOK 2___Students will create tables for functions and will apply the tables to solve real-world problems.MA-06-5.1.3___Students will describe, define, provide examples of, and apply to real-world and mathematical problems functions using tables, graphs and verbal rules.Use and construct graphs and charts to interpret information: bar (horizontal/ vertical), pie (circle), and line.Determine when to use a graph, chart, or a table.MA-6-AT-S-PRF1___Students will recognize, create and extend patterns (give an informal description of the continuation of a pattern and/or generalize a pattern through a verbal rule).MA-6-AT-S-PRF2___Students will represent, interpret and describe function relationships through tables, graphs and verbal rules.MA-6-AT-S-PRF3___Students will organize input-output coordinate pairs into tables and plot points in the first quadrant of a coordinate (Cartesian) system/grid.MA-06-5.2.1 DOK 2___Students will substitute values for variables (up to two different variables) and evaluate algebraic expressions.MA-06-5.2.2___Students will describe, define and provide examples of variables and expressions with a missing value based on real-world and mathematical problems.MA-06-5.3.1 DOK 2___Students will model and solve real-world and mathematical problems with simple equations and inequalities (e.g., 8x = 4, x + 2 > 5).Create and solve word problems with real life applications using algebraic ideas.MA-6-AT-S-VEO2___Students will substitute numerical values for variables and evaluate algebraic expressions.MA-6-AT-S-VEO3Students will describe, define and provide examples of algebraic expressions based on real-world and/or mathematical situations.MA-6-AT-S-EI1___Students will use concrete and/or informal methods to solve equations with one variable that model real-world situations.MA-6-AT-S-EI2___Students will solve problems involving simple formulas (e.g., A=lw, D=rt).MA-6-AT-S-EI3___Students will model and solve real-world problems with one variable equations and inequalities (e.g., 8x=4, x + 2>5).MA-06-5.1.4___Students will explain how tables, graphs and patterns relate to each other.MA-06-5.1.5___Students will explain how the change in one quantity affects change in another quantity (e.g., in tables or graphs, input/output tables).

SCIENCEBig Idea: Structure and Transformation of Matter (Physical Science) SC-M6 1.1.1 DOK 2___Students will explain how or why mixtures can be separated using physical properties.___A mixture of substances often can be separated into the original substances by using one or more of its characteristic physical properties. SC-6-STM-S-1___Students will use hand lenses and microscopes to investigate substances composed of particles too small to be seen without magnification

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SC-06-1.1.2 DOK 2___Students will identify and describe evidence of chemical and physical changes in matter.___In chemical reactions, the total mass is conserved. Substances are often classified into groups if they react in similar ways. The patterns that allow classification can be used to infer or understand real life applications for those substances. SC-6-STM-S-2___Students will use observations and evidence to describe and verify chemical changes in matter.SC-6-STM-S-3___Students will classify changes in substances as physical or chemical changes SC-6-STM-S-4___Students will distinguish between mixtures and compoundsSC-6-STM-S-5___Students will explain how or why mixtures can be separated using physical properties, and investigate strategies for separating mixturesSC-6-STM-S-6___Students will explore the feasibility of various procedures for separating mixtures, taking into account constraints such as availability and properties of materials, safety, economic and ethical issuesSC-6-STM-S-7___Students will investigate how important scientific advances have resulted from unexpected observations or experimental resultsSC-6-STM-S-8___Students will plan, present and support information from investigations using a variety of modes

Big Idea: Motion and Forces (Physical Science)SC-06-1.2.1 DOK 3___Students will describe friction and make inferences about it’s effects on the motion of an object.___When an unbalanced force (friction) acts on an object, the change in speed or direction depends on the size and direction of the force.SC-6-MF-S-1___Students will use observations and appropriate tools (e.g., timer, meter stick, balance, spring scale) to document the position and motion of objectsSC-6-MF-S-2___Students will use graphical and observational data to make inferences, predictions and draw conclusions about the motion of an object as related to the mass or force involvedSC-6-MF-S-3___Students will observe real-life phenomena to discover the effects of friction on moving objects and mechanical systemsSC-6-MF-S-4___Students will represent the motion of objects and their response to unbalanced forces in a variety of ways

Big Idea: Grade: The Earth and the Universe (Earth/Space Science)SC-06-2.3.1 DOK 3___Students will explain and predict phenomena (e.g., day, year, moon phases, eclipses) based on models/representations or data related to the motion of objects in the solar system (e.g., earth, sun, moon).___Observations and investigations of patterns indicate that most objects in the solar system are in regular and predictable motion. Evaluation of this data explains such phenomena as the day, the year, phases of the moon and eclipses.SC-06-2.3.2 DOK 2___Students will explain cause and effect relationships in the Rock cycle.___Materials found in the lithosphere and mantle are changed in a continuous process called the rock cycle, which can be investigated using a variety of models. Cause and effect relationships should be explored in order to draw conclusions and make evidence-based predictions of the continually changing materials.SC-6-EU-S-1___Students will use observations, models and evidence to explain the cause and effect relationships in the rock cycle and to make predictions about constantly changing Earth materialsSC-6-EU-S-2___Students will investigate, create and identify the limitations of models which can be used to substantiate and predict the actual results (e.g. moon phases, seasons, eclipses) of the interactions of the sun, moon and EarthSC-06-2.3.3 DOK 2___Students will compare constructive and destructive forces on Earth in order to make predictions about the nature of landforms. ___Landforms are a result of a combination of constructive and destructive forces. Collection and analysis of data indicates that constructive forces include crustal deformation, faulting, volcanic eruption and deposition of sediment, while destructive forces include weathering and erosion.SC-6-EU-S-3___Students will investigate constructive and destructive forces at work on the Earth’s surface and the landforms that result from themSC-6-EU-S-4___Students will research how scientists organize data from complex systems and also how technology enables/enhances scientific research and data analysis

Big Idea: Unity and Diversity (Biological Science) SC-06-3.4.1 DOK 3___Students will describe the relationship between cells, tissues and organs in order to explain their function in multicellular organisms___Specialized cells perform specialized functions in multicellular organisms. Groups of specialized cells cooperate to form tissues. Different tissues are, in turn, grouped together to form larger functional units called organs. Examination of cells, tissues and organs reveals that each type has a distinct structure and set of functions that serve the organism. SC-6-UD-S-1___Students will obtain information from observations, models and other sources to explain the functions of cells necessary to sustain lifeSC-6-UD-S-2___Students will use scientific tools (e.g., microscope) to observe and describe unicellular and multi-cellular organisms and the specialized cells they containSC-6-UD-S-3___Students will describe and represent (e.g. construct a chart, diagram, or graphic organizer) relationships between and among levels of organization for structure and function, including cells, tissues, organs, organ systems, organisms (e.g., bacteria, protists, fungi, plants, animals) and ecosystemsSC-06-3.4.2___Students will make inferences about the factors influencing behavior based on data/evidence of various organism’s behaviors.

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___Behavior is one kind of response an organism may make to an internal or environmental stimulus. Observations of organisms, data collection/analysis, support generalizations/conclusions that a behavioral response is a set of actions determined in part by heredity and in part from experience. A behavioral response requires coordination and communication at many levels including cells, organ systems and organisms.SC-6-UD-S-4___Students will design and conduct scientific investigations to make inferences about factors influencing the behavior of organisms, and compare the results with those of investigations done by othersSC-6-UD-S-5___Students will investigate the relative influence of heredity and experience on the behavior of organismsSC-6-UD-S-6___Students will identify and describe the cellular structures that allow for replication/reproductionSC-6-UD-S-7___Students will classify organisms into simple categories and discuss the limitations of classification systems

Big Idea: Biological Change (Biological Science) SC-06-3.5.1 DOK 2___Students will explain that biological change over time accounts for the diversity of species developed through gradual processes over many generations.___Biological adaptations include changes in structures, behaviors, or physiology that enhance survival and reproductive success in a particular environment.SC-06-3.5.2___Students will understand that regulation of an organism’s internal environment involves sensing the internal environment and changing physiological activities to keep conditions within the range required to survive. Maintaining a stable internal environment is essential for an organism’s survival.SC-6-BC-S-1___Students will investigate how small differences between parents and offspring can accumulate over time, eventually resulting in a wide variety of types of organisms with different characteristics from their different ancestorsSC-6-BC-S-2___Students will explain how various organisms sense (e.g. hunger, fatigue, temperature awareness) and control their internal environments (e.g. fat metabolism, adrenaline release, perspiration) and how this contributes to their survivalSC-6-BC-S-3___Students will identify current research topics in biological sciences and identify the means/processes scientists are using to generate data about themSC-6-BC-S-4___Students will explain how the basic ideas of scientific investigation remain the same regardless of the field of studySC-6-BC-S-5___Students will generate questions about the diversity of species, then collect information from a variety of sources to formulate explanations supported by scientific evidence

Big Idea: Energy Transformations (Unifying Concepts) SC-06-4.6.1 DOK 2___Students will describe or explain the cause and effect relationships between oceans and climate. ___Oceans have a major effect on climate, because water in the oceans holds a large amount of heat. SC-06-4.6.2 DOK 3Students will describe:___the effect of the Suns’ energy on the Earth system;___the connection/relationship between the Sun’s energy and seasons___The Sun is the major source of energy for Earth. The water cycle, winds, ocean currents and growth of plants are affected by the Sun’s energy. Seasons result from variations in the amount of the Sun’s energy hitting Earth’s surface. SC-6-ET-S-1___Students will model and explain why some locations on Earth have seasonsSC-6-ET-S-2___Students will identify Earth processes influenced by energy from the sun (e.g. water cycle, nitrogen cycle, photosynthesis) and describe the sun’s role in those processesSC-6-ET-S-3___Students will explain the cause and effect relationships between oceans and climate and describe the predictable patterns that resultSC-06-4.6.2 DOK 3Students will describe:___the effect of the Suns’ energy on the Earth system;___the connection/relationship between the Sun’s energy and seasons___The Sun is the major source of energy for Earth. The water cycle, winds, ocean currents and growth of plants are affected by the Sun’s energy. Seasons result from variations in the amount of the Sun’s energy hitting Earth’s surface. SC-06-4.6.3___Students will understand that, on its own, heat travels only from higher temperature object/region to lower temperature object or region. Heat will continue to flow in this manner until the objects reach the same temperature. For example, a cup of hot water will continue to cool down until it comes to the same temperature as the surrounding area. Usually when heat is transferred to or from an object, the temperature changes. The temperature increases if heat is added and the temperature decreases if the heat is removed.SC-6-ET-S-4___Students will describe the role of photosynthesis in energy storage within plantsSC-6-ET-S-5___Students will experimentally investigate the relationship between temperature and heat transfer in closed systems

Big Idea: Interdependence (Unifying Concepts) SC-06-4.7.1 DOK 2___Students will describe the consequences of change in one or more abiotic factors on a population within an ecosystem.___The number of organisms an ecosystem can support depends on the resources available and abiotic factors (e.g., quantity of light and water, range of temperatures, soil composition).SC-6-I-S-1___Students will describe and explore the biotic and abiotic factors that affect change in ecosystemsSC-6-I-S-2

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___Students will document and describe consequences of change in one or more abiotic factors on a population within an ecosystemSC-6-I-S-3___Students will investigate how communities are interconnected, how they interact with different Earth systems, and represent these global connections/interactions in a variety of ways (e.g. writing, models, multi-media, claymation)SC-6-I-S-4___Students will differentiate the usefulness of scientific research to predict the possible consequences of decisions about environmental issues from its limitations in making ethical/moral decisions about those issues

SOCIAL STUDIESBig Idea: Government and CivicsSS-06-1.1.1 DOK 2Students will compare purposes and sources of power in the most common forms of government (monarchy, democracy, republic, dictatorship) in the present day.Conclude that governments may take different forms (E.g., constitutional, totalitarian, democratic, republic). Authoritarian Dictatorship Parliamentary Monarchy Democracy Tyranny OligarchyExamine the essential roles of government in early civilizations.Compare and analyze various forms of government in early civilizations prior to 1500 A.D.: Hammurabi Law Codes Greek Democracy Roman Republics Feudalism English Bill of Rights Magna CartaInvestigate the development of human rights prior to 1500 A.D.Understand how the American political system developed through examining colonial roots of representative democracy, reasons for creating an independent country, and purposes of government.SS-06-1.1.2 DOK 3Students will describe and give examples to support how present day democratic governments function to preserve and protect the rights (e.g., voting), liberty and property of their citizens by making, enacting and enforcing appropriate rules and laws.SS-6-GC-S-1___Students will demonstrate an understanding (e.g., speak, draw, write, projects, present) of the nature of government:___describe different forms of government in the present day___compare purposes and sources of power in the most common forms of government (e.g., monarchy, democracy, republic, dictatorship) in the present day____explain how democratic governments of the present day function to preserve and protect the rights (e.g., voting), liberty, and property of their citizens by making, enacting and enforcing appropriate rules and laws___analyze information found in current events/news (e.g., TV, radio, internet, articles) about different present day governments and how they may reflect /impact culture

Citizenship Patriotism Declaration of Independence U.S. Constitution Amendments

SS-6-GC-S-2___Students will describe/give examples of similarities and differences between rights and responsibilities of individuals living in countries with different forms of governmentSS-6-GC-S-3___Students will analyze information from a variety of print and non-print sources (e.g., books, documents, articles, observations, interviews) to investigate, explain and answer questions about different forms of government in the present day

Big Idea: Cultures and SocietiesSS-06-2.1.1 DOK 2___Students will explain how elements of culture (e.g., language, the arts, customs, beliefs, literature) define specific groups in the global world of the present day and may result in unique perspectives.Define Culture.Examine Modern World Cultures.Examine Ancient Cultures.SS-06-2.2.1___Students will compare how cultures (present day) develop social institutions (family, religion, education, government, economy) to respond to human needs, structure society and influence behavior.Examine KY Cultures.Examine Modern World Cultures.Define culture as a means of providing for human needs.Identify aspects of various cultures and distinguish similarities and differences among them.SS-06-2.3.1 DOK 2___Students will explain how conflict and competition (e.g., political, economic, religious, ethnic) occur among individuals and groups in the present day.

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Identify that various human needs are met through interaction in social institutions and groups (family, schools, teams, clubs, religious groups, governments).SS-06-2.3.2 DOK 2___Students will explain how compromise and cooperation are possible choices to resolve conflict among individuals and groups in the present day.SS-6-CS-S-1___Students will demonstrate an understanding (e.g., speak, draw, write, sing, create) of the complexity of culture by exploring cultural elements (e.g., beliefs, customs/traditions, languages, skills, literature, the arts) of diverse groups and explaining how culture serves to define present day groups and may result in unique perspectivesSS-6-CS-S-2___Students will investigate social institutions (e.g., family, religion, education, government, economy) in relation to how they respond to human needs, structure society and influence behavior in the present daySS-6-CS-S-3___Students will explain how communications between groups can be influenced by cultural differences; explain how interactions (e.g., political, economic, religious, ethnic) can lead to conflict and competition among individuals and groups in the present daySS-6-CS-S-4___Students will describe conflicts between individuals or groups and explain how compromise and cooperation are possible choices to resolve conflict among individuals and groups in the United States and across regions of the world in the present daySS-6-CS-S-5___Students will compare examples of cultural elements (e.g., language, the arts, customs/traditions, beliefs, skills and literature) of diverse groups in the present day, including non-western cultures within the United States, in current events/news using information from a variety of print and non-print sources (e.g., media, literature, interviews, observations, documentaries, artifacts)

Big Idea: EconomicsSS-06-3.1.1 DOK 2___Students will explain and give examples of how scarcity requires individuals, groups and governments in the present day to make decisions about how productive resources (natural resources, human resources capital goods) are used. Understand the concept of scarcity (imbalance between unlimited wants and limited resources) in civilizations prior to 1500 A.D.Understand the concept of scarcity (imbalance between unlimited wants and limited resources) in civilizations prior to 1500 A.D.SS-06-3.2.1 DOK 2___Students will compare present day economic systems (traditional, command, market, mixed). Define economics.SS-06-3.3.1 DOK 2___Students will explain how in present day market economies, the prices of goods and services are determined by supply and demand.Discuss 4 basic economic questions that teach each economic system must answer: 1. What/how much should be produced?2. Who should produce what?3. How should goods and services be produced?4. Who should share in what is produced?Know Production Distribution ConsumptionSS-06-3.3.2___Students will explain how money (unit of account) can be used to express the market value of goods and services and how money makes it easier to trade, borrow, invest and save in the present day. SS-06-3.3.3___Students will explain how competition among buyers and sellers impacts the price of goods and services in the present day.SS-6-E-S-1___Students will demonstrate an understanding of the nature of limited resources and scarcity, using a variety of print and non-print sources (e.g., news media, news magazines, textbook, Internet) to investigate present day economic problems within the U.S. and in world regions:___explain how scarcity requires individuals, groups and governments to make decisions about the use of productive resources (e.g., natural resources, human resources and capital goods)___compare economic systems (e.g., traditional, command, market, mixed)___explain how the prices of goods and services are determined by supply and demand in market economiesSS-6-E-S-2___Students will demonstrate an understanding of markets by providing scenarios to illustrate how goods and services are exchanged; explain how money

can be used to express the market value of goods and services; describe the relationship between money and ease of trading, borrowing, investing and saving; analyze the connections between economic conditions and current events of the present daySS-06-3.4.1___Students will explain ways in which the basic economic questions about the production, distribution and consumption of goods and services are addressed in the present day.Explain how resources were used in early world civilizations to produce goods and services and explore ways productivity was increased (specialization, technology, tools).Recognize that government regulation impacts the economy in decisions about productive resources such as natural, human, human-made.SS-06-3.4.2 DOK 2___Students will describe how new knowledge, technology/tools and specialization increase human productivity in the present day.SS-06-3.4.3 DOK 2___Students will explain how international economic activities are interdependent in the present day. SS-6-E-S-3___Students will investigate the production and distribution of goods and services in present day societies:___describe how competition among buyers and sellers impacts the price of goods and services___explain ways in which societies (within the U.S. and in world regions) address basic economic questions (e.g., how resources are used to produce goods and services, how regions increase productivity) about the production, distribution and consumption of goods and services

Big Idea: Geography

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SS-06-4.1.1 DOK 3___Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases, satellite images) to interpret patterns and locations on Earth’s surface in the present day. Identify essential elements of a map.Use a grid system to locate a city.Define Latitude.a. Definition/characteristicsb. Find specific latitude linesDefine Latitude.c. Definition/characteristicsd. Find specific latitude linesUse latitude and longitude to locate places around the world.Use the map scale.Define and use Physical maps. Contour maps. Distribution maps.Understand the difference between small-scale and large-scale maps.Define distortion.Define Mercator’s/Robinson’s project.SS-06-4.1.2___Students will describe how different factors (e.g., rivers, mountains, plains) affect where human activities are located in the present day.SS-06-4.2.1 DOK 2___Students will describe how regions in the present day are made distinctive by human characteristics (e.g., dams, roads, urban centers) and physical characteristics (e.g., mountains, bodies of water, valleys) that create advantages and disadvantages for human activities (e.g., exploration, migration, trade, settlement, development). SS-06-4.2.2 DOK 2Students will describe and give examples of how places and regions in the present day change over time as technologies, resources and knowledge become available. SS-06-4.3.1 DOK 2___Students will describe patterns of human settlement in the present day and explain how these patterns are influenced by human needs. Explore migration and settlement patterns in world civilizations.Recognize the importance of physical environments (E.g., natural resources, natural disasters, natural barriers) in the settlement and development of world civilizations.Analyze how natural resources of a place or region impact its political, social, and economic development.Explore reasons behind patterns of human settlement throughout the United States that resulted in the diverse cultures of the United States.SS-06-4.3.2 DOK 3___Students will explain why and give examples of how human populations may change and/or migrate because of factors such as war, famine, disease, economic opportunity and technology in the present day.SS-06-4.4.1 DOK 2___Students will explain how technology in the present day assists human modification (e.g., irrigation, clearing land, building roads) of the physical environment in regions.SS-06-4.4.2 DOK 2___Students will describe ways in which the physical environment (e.g., natural resources, physical geography, natural disasters) both promotes and limits human activities (e.g., exploration, migration, trade, settlement, development) in the present day.SS-06-4.4.3___Students will explain how the natural resources of a place or region impact its political, social and economic development in the present day.SS-06-4.4.4___Students will explain how individual and group perspectives impact the use of natural resources (e.g., urban development, recycling) in the present day.SS-6-G-S-1___Students will demonstrate an understanding of patterns on the Earth’s surface, using a variety of geographic tools (e.g., maps, globes, charts, graphs, satellite images):___locate, in absolute and relative terms, landforms and bodies of water___locate and interpret patterns on Earth’s surface (e.g., how different factors, such as rivers, mountains and plains affect where human activities are located)SS-6-G-S-2___Students will investigate regions of the Earth’s surface using information from print and non-print sources (e.g., books, films, magazines, Internet, geographic tools):___explain relationships between and among physical characteristics (e.g., mountains, bodies of water, valleys) of present day regions and how they are made distinctive by human characteristics (e.g., dams, roads, urban centers); describe advantages and disadvantages for human activities (e.g., exploration, migration, trade, settlement) that resulted___ describe patterns of human settlement in the present day; explain relationships between these patterns and human needs; analyze how factors (e.g., war, famine, disease, economic opportunity, technology) impact human migration today___evaluate how availability of technology, resources and knowledge causes places and regions in the present day to change___interpret current events in the world from a geographic perspectiveSS-6-G-S-3___Students will investigate interactions among human activities and the physical environment in the present day:___explain cause and effect relationships between the natural resources of a place or region and its political, social, and economic development___describe how the physical environment can promote or restrict human activities (e.g., exploration, migration, trade, settlement, development) in the present day

Big Idea: Historical PerspectiveSS-06-5.1.1___Students will use a variety of tools (e.g., primary and secondary sources) to describe and explain historical events and conditions and to analyze the perspectives of different individuals and groups (e.g., gender, race, region, ethnic group, age, economic status, religion, political group) in present day regionsDevelop a chronological understanding of early world history.

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Use a variety of tools (E.g., primary and secondary sources, data, artifacts) to understand the interpretive nature (how perceptions of people and passing of time influence accounts of historical events) of world history from early civilizations prior to 1500 A.D.Use a variety of tools (E.g., primary and secondary sources, data, artifacts) to understand the interpretive nature (how perceptions of people and passing of time influence accounts of historical events) of United States history.SS-6-HP-S-1___Students will demonstrate an understanding of the interpretative nature of history using a variety of tools and resources (e.g., primary and secondary sources, Internet, timelines, maps):___investigate and chronologically describe (e.g., using timelines, charts, fictional and report writing, role playing) major events in present day regions of the world and draw inferences about their importance___examine potential causes of recent historical events and show connections among causes and effects; use cause-effect relationships to identify patterns of historical change influenced by government, culture, economics and/or geography___analyze historical events, conditions and perspectives of different individuals and groups (e.g., by gender, race, region, ethnic group, age, economic status, religion, political group) in present day regions of the worldSS-6-HP-S-2___Students will analyze major historical events and people in present day regions of the world using information from print and non-print sources (e.g., biographies, autobiographies, films, magazines, Internet)

PRACTICAL LIVING/VOCATIONAL STUDIESBig Idea: Personal Wellness (Health Education) PL-06-1.1.1 DOK 2___Students will describe the importance of effective social interaction skills (e.g., respect, self-advocacy, cooperation, communication, identifying and being open to different perspectives and points of view, empathy, friendship).PL-06-1.1.09 DOK 2Students will explain causes, symptoms, and prevention of social (e.g., not getting along with others, disagreeable, being uncooperative), mental, and emotional problems (e.g., depression, anxiety, eating disorders).PL-06-1.1.2 DOK 2___Students will recommend effective strategies (e.g., communication, problem solving, decision making, refusal skills, anger management, conflict resolution) for responding to stress, conflict, peer pressure, and bullying.Defenses against communicable/non-communicable diseases—

white blood cells personal hygiene

PL-06-1.1.3___Students will identify the physical, social, and emotional changes (e.g., growth spurts, peer influence, self-confidence, mood swings) that occur during adolescence.Health Triangle

Physical – nutrition, exercise Mental - emotions Social – friends and family

Recognize that puberty is a natural part of growing up.Body changes---

emotional growth spurts self-confidence self-esteem STDs social

Awareness of the dangers of teen pregnancy--- disruption of education teen parenting skills obligations of a teen parent personal well-being

PL-06-1.1.4___Students will explain basic structures and function of the reproductive systemPL-06-1.1.5___Students will identify abstinence as the only sure means of preventing pregnancy.PL-06-1.1.6 DOK 2___Students will describe how individual behavior choices and habits relating to diet, exercise, rest, and other choices (e.g., tobacco, alcohol, illegal drugs) affect body systems (e.g., circulatory, respiratory, digestive).Nutrition/Diet – importance of establishing a healthy lifestyle earlyHealth PyramidLearning to say ‘NO’ to harmful behaviors such as---

a. substance abuseb. early sexual activity

Developing healthy relationships— aggressive assertiveness respect self-advocacy communication cooperation empathy friendship perceptions

Strategies for--- anger management bullying

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conflict resolution peer pressure problem solving refusal skills relationships stress anxiety depression harassment

PL-06-1.1.7 DOK2___Students will describe symptoms, causes, patterns of transmission, prevention, and treatments of communicable (colds, flu/influenza, mononucleosis, hepatitis, HIV/AIDS/STD, tuberculosis) and non-communicable diseases (cancer, cardiovascular disease, diabetes, obesity, asthma, emphysema).Transmission/treatment/prevention of:

Communicable diseases (HIV/AIDS/STD, colds, flu, hepatitis, mononucleosis, etc.) Non-communicable diseases (cancer, heart disease, diabetes, obesity, asthma, emphysema, etc.)

Factors in disease— family genetics life style environmental

Body Systems: Nervous Circulatory Respiratory Skeletal Muscular Digestive Endocrine

PL-06-1.1.8 DOK2___Students will explain risks associated with unhealthy habits and behaviors (e.g., substance use/abuse of tobacco, alcohol, illegal drugs, prescription drugs, dietary habits/eating disorders, irregular exercise habits, sexual activity).Risky behaviors---

substance abuse early sexual involvement anorexia alcoholism cocaine inhalants marijuana methamphetamines PCP stimulants tobacco products

Sources of help: drug counselors guidance counselors parents teachers

PL-06-1.1.9 DOK2___Students will explain causes, symptoms, and prevention of social (e.g., not getting along with others, disagreeable, being uncooperative), mental, and emotional problems (e.g., depression, anxiety, eating disorders). PL-06-1.1.10 Students will identify resources (e.g. guidance counselors, drug counselors, parents, teachers) that are helpful for individuals seeking treatment or counseling for negative behaviors or addictions (e.g. drug addiction, eating disorders).PL.06.1.1.11 DOK 2Students will recommend effective self-management and coping strategies (e.g., goal-setting, time-management, personal learning styles and preferences, decision-making) for maintaining mental and emotional health.PL-6-PW-S-PPH1___Students will understand the importance of assuming responsibility for personal health behaviors:___predict how decisions regarding health behaviors (e.g., hygiene, diet, exercise) have consequences for self and others___analyze personal decisions that impact an individual’s emotional, sexual and reproductive health (e.g., abstinence)___explain how rights and responsibilities are interrelatedPL-6-PW-S-PPH2___Students will explore and analyze how an individuals behaviors and choices of diet, exercise and rest affect the bodyPL-6-PW-S-PPH3___Students will analyze various communication methods and barriers for expressing health information and ideasPL-6-PW-S-GD1___Students will apply strategies and skills needed to obtain personal health goals during adolescence and identify the physical, social and emotional changes (e.g., growth spurts, peer influence, self-confidence, mood swings) that occur during adolescencePL-6-PW-S-GD2___Students will explain basic structures and function of the reproductive systemPL-6-PW-S-SMEH1___Students will demonstrate social interaction skills by:___using appropriate means to express needs, wants and feelings___using and describe the importance of effective social interaction skills (e.g., respect, self-advocacy, cooperation, communication, identifying and being open to different perspectives and points of view, empathy, friendship)___recommending effective strategies for responding to stress, conflict, peer pressure and bullying

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interpreting how individuals impact the effective functioning of groupsPL-6-PW-S-SMEH2___Students will demonstrate the ability to apply a decision-making process to health issues and problems individually and collaborativelyPL-6-PW-S-FCH1___Students will analyze how personal health choices, individual well-being and use of health services can be influenced by:___family traditions/values___technology and media messages___cultural beliefs___physical, social and emotional environments___information from peersFamily relationships—

nuclear extended step/half adopted

Cultural/EthnicityOutside influences on behavior---

advertisements magazines television movies video games peer pressure family

PL-6-PW-S-ATOD1___Students will demonstrate an understanding of the use and misuse of alcohol, tobacco and other drugs by:___distinguishing between legal (e.g., over the counter, prescription drugs) and illegal drugs (e.g., inhalants, marijuana, stimulants, depressants) and describing how their usage affects the body systems___describing the immediate and long-term effects of alcohol and drug usage and the impact on physical, mental, emotional and social health (e.g., effects on family life)___identifying resources available to individuals seeking treatment or counseling for negative behaviors or addictionsPL-6-PW-S-PPH2___Students will explore and analyze how an individuals behaviors and choices of diet, exercise and rest affect the bodyPL-6-PW-S-DP1___Students will demonstrate an understanding of diseases by:___describing symptoms, causes, patterns of transmission, prevention and treatments of communicable diseases (colds, flu, mononucleosis, hepatitis, HIV/STD, tuberculosis)___describing symptoms, causes, patterns of transmission, prevention and treatments of non-communicable diseases (cancer, cardiovascular disease, diabetes, obesity, asthma, emphysema)PL-6-PW-S-DP2___Students will investigate family history, environment, lifestyle and other risk factors related to the cause or prevention of disease and other health problemsPL-6-PW-S-DP3___Students will demonstrate an understanding of how to maintain a healthy body by:___explaining how health is influenced by the interaction of body systems (e.g., reproductive, digestive, circulatory, skeletal, respiratory)___describing ways pathogens from the environment (e.g., air, food, people) enter the body and explaining how body defenses fight pathogens___explaining how personal hygiene practices affect physical, mental/emotional and social health; explaining how personal health habits(e.g., hand washing, care of teeth and eyes, sun protection) affect self and others in the prevention and spread of disease___identifying health care providers and describing reasons for preventive carePL-6-PW-S-SMEH3___Students will identify common social and emotional problems (aggression, anxiety, depression, grief) and describe self-management and coping strategies (goal setting, refusal skills, decision making and time management) for addressing these problemsPL-6-PW-S-ATOD1___Students will demonstrate an understanding of the use and misuse of alcohol, tobacco and other drugs by:___distinguishing between legal (e.g., over the counter, prescription drugs) and illegal drugs (e.g., inhalants, marijuana, stimulants, depressants) and describing how their usage affects the body systems___describing the immediate and long-term effects of alcohol and drug usage and the impact on physical, mental, emotional and social health (e.g., effects on family life)___identifying resources available to individuals seeking treatment or counseling for negative behaviors or addictions

Big Idea: Nutrition (Health Education) PL-06-1.2.1 Students will describe how foods containing nutrients (proteins, carbohydrates, fats, minerals, vitamins, water) are important for the growth and development of healthy bodies (e.g., strong bones and muscles, energy, healthy organs).Establishing good dietary habitsFood PyramidLink between good nutrition and growthEating disorders--

anorexia bulimia compulsive eating disorder obesity

PL-06-1.2.2 DOK 2Students will explain the importance of key recommendations for good health made in the Dietary Guidelines for Americans.Body mass indexPL-6-N-S-1

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___Students will identify the role of nutrients and food sources which are important in the growth and development of healthy bodiesPL-6-N-S-2___Students will explain the role of nutrition on the body systems impacting growth and developmentPL-6-N-S-3___Students will interpret, explain and apply the recommendations of national resources (e.g., Food Guide Pyramid (FGP), Dietary Guidelines for Americans, National Dairy Council) in making healthful food choices for a balanced dietPL-6-N-S-4___Students will analyze factors (e.g., geography, convenience, cost, advertising) that influence healthy food choicesPL-6-N-S-5___Students will explain the role of nutrition on the body systems impacting the growth and development of healthy bodiesPL-6-N-S-6___Students will use the nutritional information provided on food labels to explain how it can impacts dietary choices

Big Idea: Safety (Health Education) PL-06-1.3.1 Students will describe safety practices (e.g., walking in opposite direction of violence, staying calm in dangerous situations) for dealing with a variety of health hazards (e.g., firearms, motorized vehicles, or potentially unsafe or threatening situations) encounteredby adolescents.PL-6-S-S-1____Students will explain reasons for safety practices (e.g., walking in opposite direction of violence, staying calm in dangerous situations) for dealing with a variety of health hazards (e.g., firearms, motorized vehicles or potentially unsafe or threatening situations) encountered by adolescentsPL-6-S-S-2___Students will describe potential hazards in and around the home and school explain how to prevent injuriesPL-6-S-S-3___Students will Identify and practice safety procedures needed for emergencies (e.g., tornado, fire, earthquake) at home and schoolPL-06-1.3.2 ___Students will identify basic first-aid procedures for responding to a variety of life-threatening emergencies (e.g., choking, broken bones, shock, poisons, burns, allergic reactions, bleeding).Poison Control CenterFirst aid treatment for:

shock frostbite choking burns poisons allergies

Learn safe practices involving: the Internet encounters w/strangers fire outdoor fun (camping, swimming, skiing, etc.)

PL-6-S-S-4___Students will recognize life threatening emergencies and identify basic first-aid procedures for responding to a variety of life-threatening emergencies (e.g., choking, broken bones, shock, poisons, burns, allergic reactions, bleeding)PL-6-S-S-5___Students will describe how to avoid dangerous situations involving strangers, fires and internet safetyPL-6-S-S-6___Students will identify local and state health/safety agencies (e.g., health department, fire department, state police, hospital transport services) and the services they providePL-6-S-S-7___Students will access and use reliable resources on safety guidelines for avoiding injuries and dangerous situationsPL-6-S-S-8Students will identify and practice communications skills needed in emergency situations

Big Idea: Psychomotor Skills (Physical Education)PL-06-2.1.1___Students will apply a combination techniques of locomotor and nonlocomotor skills which are necessary for the improvement of transitional motor skills (e.g., punting, serving, dribbling):___ Locomotor - moving from one place to another (e.g., running, skipping, hopping)___ nonlocomotor – stationary (e.g., bending, stretching, twisting) movementsPL-06-2.1.2___Students will identify principles of motor skill refinements (e.g., accuracy, technique, movement) that are necessary for skill development.PL-6-PS-S-1___Students will identify and apply principles of motor skill refinement (e.g. accuracy, technique, movement) that are necessary for skill developmentPL-6-PS-S-2___Students will demonstrate a variety of locomotor and combination skills in a movement patternPL-6-PS-S-3___Students will use non-locomotor, locomotor and combination skills to demonstrate movements in creative sequences and in simple patterned dances, games and other activitiesPL-6-PS-S-4___Students will demonstrate a variety of non-locomotor, locomotor and combination skills while participating in different games and sportsPL-6-PS-S-5___Students will demonstrate refined manipulative skills of throwing, catching, kicking and striking while developing motor skills (e.g., sliding, running, jumping) for use in games and other activities that lead to more complex games and sports (e.g., long jump, hurdles, volleyball, soccer, softball)PL-6-PS-S-6___Students will demonstrate how transitional motor skills (e.g., punting, serving, dribbling) are influenced by space, force and time

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Big Idea: Lifetime Physical Wellness (Physical Education) PL-06-2.2.1 DOK 1___Students will describe the physical, emotional/mental, and social benefits gained from regular participation in leisure/recreational, or competitive physical activities:___Physical benefits (e.g., Weight management, muscular strength, muscular endurance, flexibility, cardio-respiratory/cardiovascular endurance, control of body movements, stress reduction body composition, decreased resting heart rate, reduced cholesterol levels)___Social benefits (e.g., Positive interactions with others, respect for self and others, enjoyment, self-expression, group interaction)___Emotional/mental benefits (e.g., Improved confidence, increased self-esteem, stress reduction, self-expression).PL-06-2.2.2___Students will identify and access techniques (e.g., practice, lessons, videos, drills, peer/teacher review, self-evaluation) for improving performance in games and sports.PL-06-2.2.3 DOK 1Students will describe the components of fitness (muscular strength, muscular endurance, flexibility, body composition, cardio- respiratory/cardiovascular endurance) and the FITT Principle (Frequency, Intensity, Type, Time). PL-06-2.2.4 ___Students will identify offensive and defensive strategies in games and sports.PL-06-2.2.5 ___Students will identify rules of behavior and fair play (e.g., accepting authoritative decisions, assessing one’s own performance level, accepting skills and abilities of others through verbal and nonverbal actions for spectators and/or participants) that are necessary during games and sports.PL-6-LPW-S-1Students will identify several moderate to vigorous physical activities that provide personal pleasurePL-6-LPW-S-2Students will explain the physical, emotional/mental and social value in participating in physical activityPL-6-LPW-S-3Students will describe the physical, emotional/mental and social benefits gained from regular participation in leisure/recreational or competitive physical activitiesPL-6-LPW-S-4Students will recognize through participation in a variety of activities that personal skill development results from prior experiences, natural ability and practicePL-6-LPW-S-5Students will describe the relationship between effort and improvement in skills gained from physical activitiesPL-6-LPW-S-6Students will participate regularly in physical activityPL-6-LPW-S-7___Students will when participating in a variety of physical activities, sports and games:___identify and apply rules of behavior and fair play (e.g., accepting authoritative decisions, assessing one’s own performance level, accepting skills and

abilities of others through verbal and nonverbal actions for spectators and/or participants)___demonstrate sportsmanship, cooperation, teamwork and conflict resolution___identify and use appropriate safety principles, rules, procedures and etiquette___identify offensive and defensive strategies used in games and sportsPL-6-LPW-S-8Students will identify and assess activities that enhance the health related fitness components (muscular strength, muscular endurance, flexibility, body composition, cardio respiratory endurance)PL-6-LPW-S-9Students will explain the meaning of the F.I.T.T. Principle (Frequency, Intensity, Type, Time) and examine their impact on improving personal fitnessPL-6-LPW-S-10Students will identify and assess lifetime activities (e.g., biking, hiking, horseback riding, swimming) that enhance the health-related fitness components (muscular strength, muscular endurance, flexibility, body composition, cardio respiratory endurance)PL-6-LPW-S-11Students will investigate how the systems of the body affect an individual’s personal fitness level

Big Idea: Consumer DecisionsPL-06-3.1.1Students will identify how wants and needs influence consumer decisions.PL-06-3.1.2 DOK 2Students will describe factors (brand name, price, quality, features, availability) to consider when making consumer decisions and will compare and evaluate products and services based on these factors. VS-6-CD-S-1Students will evaluate economic and social concepts and why they are important for consumer decisions by:a) analyzing the differences between needs and wants and how individuals and families make choicesb) determining ways in which goods and services used by families impact the environmentc) applying decision-making strategies when buying productsd) comparing and evaluating products and services based on major factors (e.g., price, quality, features) when making consumer decisions comparing the relationship between supply and demand and their role in meeting consumer needsPL-06-3.1.3 DOK 2Students will describe various factors that influence consumer decisions, such as peer pressure, impulses, desire for status, and advertising techniques (facts and figures, glittering generalities, jingles/slogans, endorsement, testimonial, bandwagon, emotional appeal, free gifts/rewards) and explain why they are influential. VS-6-CD-S-2Students will investigate how culture, media and technology can influence consumer decisions by:a) explaining how culture, media and technology impact the family and consumer decision-makingb) identifying and explaining ways consumer’s buying practices are influenced by peer pressure, desire for status and advertising techniques (e.g.,

bandwagon, facts and figures, emotional appeal, endorsement/testimonials) c) exploring the positive and negative effects of advertising and explain the impact they have on consumer decisionsVS-6-CD-S-3Students will explain ways consumer rights and responsibilities are protected (e.g., government agencies, consumer protection agencies, consumer action groups)

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PL-06-3.1.4 DOK 2Students will describe consumer actions (reuse, reduce, recycle) and explain how these actions impact the environment (e.g., conserving resources, reducing pollution, reducing solid waste, conserving energy).VS-6-CD-S-4Students will evaluate ways consumer actions (e.g., reusing, reducing, recycling) influence the use of resources and impact the environment by:

a) using resources from home, school, and community that provide accurate and relevant health informationb) describing the influence of environmental factors that positively and negatively affect healthc) researching and describing services provided by environmental agencies(e.g., Soil Conversation, Environmental Protection Agency, KY Department

of Natural Resources)d) investigating conservation issues related to consumption and waste management practices

PL-06-3.1.5Students will identify and describe a range of resources and services provided by community agencies:

- Public health department- Fire department- Police department- Family resource center

VS-6-CD-S-5Students will use a variety of sources to find examples of jobs carried out by people at school and in the community that support job successVS-6-CD-S-6Students will examine individual, family, and community roles and responsibilities by:

a) investigating a variety of resources and explain ways in which consumers are addressing the effects of renewable resources on the environmentb) describing jobs carried out by people at school and in the community that support success in school

Big Idea: Financial LiteracyVS-6-FL-S-1Students will evaluate financial management resources and how they are needed to meet goals of individuals and families by:a) prioritizing financial goals that might affect individuals, families and communityb) explaining various types of expenses (e.g., food, clothing, entertainment) and savings (e.g., piggy bank, bank account, savings bonds)PL-06-3.2.1 DOK 2Students will identify and describe basic components of a budget (e.g., income, fixed and flexible expenses, and savings) and develop a savings plan to achieve a specific goal.VS-6-FL-S-2Students will investigate savings plans and budgets in making financial decisions by:

a) developing a savings plan that would achieve a specific goalb) describing basic components of a budget (e.g., income, fixed and flexible expenses, and savings)c) explaining when and why borrowing is used for the purchase of goods and services

VS-6-FL-S-3Students will describe how basic services (e.g., deposits, checking account, savings account) are provided by financial institutions (e.g., banks, credit unions)VS-6-FL-S-4Students will explain how financial goals affect future lifestyle expectations and career choices

Big Idea: Career Awareness, Exploration, PlanningPL-06-4.1.1Students will identify and explain why people need to work (e.g., earn money, contribute to the community, enhance self-esteem) to meet basic needs (food clothing, shelter) and for personal satisfaction and enjoyment.VS-6-CAEP-S-1Students will evaluate why people need to work (e.g., earn money, contribute to community, enhance self-esteem) to meet basic needs (e.g., food, clothing, shelter), provide self-satisfaction, and enjoymentPL-06-4.1.2Students will identify several job and career opportunities (e.g., sales associate, radio/television broadcaster, child care worker, parks recreation director, computer repair person) in 7 of Kentucky’s Career Clusters (Business and Marketing, Communications, Human Services, Social Services, Information Technology, Education, Social Sciences) that vary within and among community and regions.VS-6-CAEP-S-2Students will investigate how jobs/careers reflect both individual and societal needs and vary within communities and regions by:a) comparing different job opportunities in the home, school, and community (e.g., home business, flexible schedule)b) recognizing that the roles of individuals at home, in the workplace, and in the community are constantly changingPL-06-4.1.3 DOK 2Students will describe a range of academic skills acquired in school (e.g., verbal and nonverbal communication, computer/technical, mathematical) and explain how these skills impact job success and future career opportunities. VS-6-CAEP-S-3Students will describe a range of academic skills acquired in school (e.g., verbal and nonverbal communication, computer/technical, mathematical) and explain how these skills impact job success and future career opportunities by:a) researching career choices through the use of technologyb) identifying jobs in career clusters (e.g., Business and Marketing, Communications, Human Services, Social Services, Information Technology,

Education, Social Sciences) that vary within and among regionsc) identifying resources (e.g., Internet, newspapers, magazines, counselors) and experiences (e.g., shadowing, mentoring) that can be used for locating

job and career informationPL-06-4.1.4 DOK 2Students will describe how informal assessments, work place visits, and guest speakers are used in determining individual traits (e.g., interests, abilities, learning styles) and explain how knowledge of such traits is helpful in developing career goals for an Individual Learning Plan (ILP) PL-06-4.1.5Students will identify resources (e.g., Internet, newspapers, magazines, counselors) and experiences (e.g., shadowing, mentoring) that can be used for locating job and career information.PL-06-4.1.6Students will identify how the components of the Individual Learning Plan (ILP) can be used as a career planning tool: Academic & career assessments

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Career goals Four year high school plan Interest/hobbies School and community activities Work experiences

PL-06-4.1.7Students will identify available postsecondary options (e.g., community and technical colleges, 4-year colleges, military service) used when developing career goals that are included in the Individual Learning Plan (ILP).VS-6-CAEP-S-4Students will develop an educational plan that can impact their future career opportunities by:a) creating an Individual Learning Plan (ILP) as a tool to explore self-knowledge and academic aptitude and understand that career paths should relate to

interests, aptitude, and abilitiesb) identifying available postsecondary options (e.g., community and technical colleges, 4-year colleges, military service) used when developing career

goals that are included in the Individual Learning Plan (ILP)VS-6-CAEP-S-5Students will recognize how self-knowledge (e.g., interests, abilities) is helpful when selecting and preparing for a career path and that unique interests may lead to career choices

Big Idea: Employability SkillsPL-06-4.2.2 DOK 2Students will describe team skills (e.g., goal setting, listening, following directions, communicating, questioning, problem-solving) and explain why they are important in the workplace.VS-6-ES-S-1Students will evaluate how interpersonal skills impact individual’s career choice and success in the workplace by:a) explaining ways to cooperate at home, school and workb) identifying available resources to locate job openings in the communityc) identifying effective group interaction strategies (e.g., communicating effectively, conflict resolution, compromise) to develop team skillsd) demonstrating how working cooperatively with people of diverse backgrounds and abilities is important to achieve success in the workplacee) explaining the importance of working cooperatively with others by contributing ideas, suggestions and efforts to complete a taskPL-06-4.2.1 DOK 2Students will identify individual work habits/ethics (e.g., respect, time management, problem solving) and explain their importance in the workplace. VS-6-ES-S-2Students will explain how attitudes and work habits contribute to success at home, school and work by:a) describing leadership skills needed in the school, community and the workplaceb) explaining how attitudes and work habits transfer from the home and school to the workplacec) identifying consequences for actions when disobeying rules and routines when employedd) explaining the role of authority in school and the workplacee) identifying the importance of developing good work habits (e.g., attendance, time management, problem-solving)VS-6-ES-S-3Students will describe how employability skills are important to achieve success in the workplace by:a) explaining the components and complete a job applicationb) examining potential job/careers in the communityc) explaining how success in an academic course of study could contribute to the ability to achieve and succeed in employment (e.g., Science/Medicine,

Language Arts/Librarian)VS-6-ES-S-4Students will explain how academic and technical skills contribute to obtaining and succeeding in employment by:

a) explaining how effective communication skills (e.g., reading, writing, speaking, and listening) impacts work-related situations and give examples for success at home, school and work

b) explaining how success in a technical course of study could contribute to the achievement in employment (e.g., Computer and Technology Concepts/Web Design, Life Skills/Child Care)

Big Idea: Communication/TechnologyPL-06-4.3.1Students will identify careers that are impacted by scientific and technological changes (e.g., nursing, meteorologist, radio & television broadcaster, journalist).VS-6-CT-S-1Students will explain how scientific and technological changes impact specific careers (e.g., Nursing, Meteorologist, Radio and Television Broadcaster, Journalist)PL-06-4.3.2 DOK 3Students will explain the purposes of technology tools (e.g., robots, cell phones, computer techniques, scanners, personal digital assistant (PDA), laptop computers) and analyze how these impact productivity in homes, schools, and jobs.VS-6-CT-S-2Students will evaluate how technology tools (e.g., computer programs, Internet, email, cell phones) are used in homes, schools and jobs by:a) explaining how technology provides access to information and resources at home, school and the workplaceb) developing components of an on-line Individual Learning Plan (ILP) to provide a focus for academic and career planningPL-06-4.3.3 DOK 1Students will identify skills important in the classroom and the workplace:

Letter writing Nonverbal communication skills (e.g., body language, facial expression, posture, dress) Verbal skills

VS-6-CT-S-3Students will demonstrate how communication skills are essential in seeking and maintaining jobs/careers by:a) describing the role of technology within a community in maintaining safe and healthy living environmentb) demonstrating how nonverbal communication skills (e.g., body language, facial expression, posture, dress) can impact relationships at home, school

and the workplacec) explaining how written communication skills are used at school and in the workplace

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ARTS AND HUMANITIESBig Idea: Structure in the ArtsGrade 6 Skills and Concepts - Visual ArtsAH-6-SA-S-VA1Students will use appropriate terminology to describe and analyze the use of elements of art (line, shape, form, texture, color) and principles of design (emphasis, pattern, balance, contrast) in a variety of visual artworks AH-6-SA-S-VA2Students will use the elements of art, principles of design, and a variety of processes in creating artworks.AH-06-1.4.1 DOK 2Students will describe works of art using elements of art and principles of design.Elements of art:Line, Shape, Color properties (hue, value, intensity) and color schemes/groups (monochromatic), Form, (Texture, Space (positive/negative, perspective (e.g., 1 point linear perspective), value (darkness or lightness, tints or shades)Determine differences in actual/implied texture, use straight, curved, and zigzag lines in artwork, Identify curvy, jagged, thin, thick, and broken lines.Show age appropriate working knowledge of shape and be able to use the correct terminology when explaining how shapes are used and in combination to create certain works of art.

Principles of design:Repetition, Pattern, Balance (symmetrical/asymmetrical), Emphasis (focal point), Contrast (e.g., black/white, rough/smooth), Rhythm, Proportion, MovementAH-6-SA-S-VA3Students will apply organizational structures and describe what makes them effective or not effective in communicating ideas.AH-6-SA-S-VA4Students will identify and analyze the use of elements of art (e.g., line, shape, form, texture, primary and secondary colors, color schemes/groups) and principles of design (e.g., focal point, pattern, balance, contrast) in a variety of two and three dimensional artworks AH-6-SA-S-VA5Students will identify a variety of subject matter in visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)Identify forms in a 2 dimensional artwork and how their placement in artwork aids in the development of depth in artworksKnow the proportions of the body.Recognize properties of metal, stone or wood sculpture

Art processes:AH-06-1.4.2 DOK 1Students will identify a variety of art media and art processes.Media (plural)/Medium (singular): (Properties of media need to be known in order to respond to artworks)ArchitectureTwo-dimensional - crayon, pencil, fabric, yarn, paint (tempera, watercolor), ink, pastelThree-dimensional - clay, papier-mâché, found objects (assemblages)Art Processes:Two-dimensional - drawing, painting, fiber art (e.g., fabric printing, stamping, tie-dye), printmaking Three-dimensional - ceramics, sculpture, , fiber art (e.g., constructing with fiber, weaving, knitting, quilting), Subject matter: representational (e.g., landscape, portrait, still life) nonrepresentational (e.g., abstract, non-objective).Determine differences in actual/implied textureCreate and understand the value scaleCreate 3-dimensional work of art using additive and subtractive techniques

Big Idea: Humanity in the ArtsAH-06-2.4.1 DOK 3Students will analyze or explain how diverse cultures and time periods are reflected in visual arts. Cultures:Latin American – mural art (e.g., Diego Rivera and his influence on other mural artists)Asian – China (the evolution of ceramics)AH-6-HA-S-VA1Students will describe and analyze distinguishing characteristics of visual art representing a variety of world cultures (Latin America, Asia) and time periodsAH-6-HA-S-VA2Students will observe, classify, and create visual art according to styles and processes used in a variety of world cultures and historical periodsUnderstand the purpose for Art in the Renaissance culture (DaVinci, Michelangelo).AH-6-HA-S-VA3Students will examine visual artworks from various world cultures and explain how artworks reflect the culture, cultural beliefs, or blending of cultures; use examples to illustrate how artworks have directly influenced society or culture AH-6-HA-S-VA4Students will examine visual artworks from various time periods and explain the influence of time and place are reflected in them AH-6-HA-S-VA5Students will use print and non-print sources to explore, describe, and compare themes, characters, and situations in artworks from different cultures or time periodsCeremonialAfrican, African –American, Asian, Latin-American, Native-American, EuropeanAncient Egypt, Ancient/ Classical Rome, Medieval, Baroque, Early American through Civil War

Big Idea: Purposes for Creating the Arts – Visual ArtAH-6-PCA-S-VA1Students will compare and explain purposes for which visual art is created (ceremonial, artistic expression, narrative, functional) AH-6-PCA-S-VA2Students will create new, choose and experience artworks created to fulfill a variety of specific purposes

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AH-06-3.4.1 DOK 2Students will identify or explain how art fulfills a variety of purposes. Purposes of Art: (different roles of art)Ceremonial - ritual, celebration, artworks created to support worship ceremonies Artistic expression - artwork to express or communicate emotions, ideas, feelings (e.g., for self-expression, to decorate or beautify objects)Narrative - artworks that tell stories, describe and illustrate experiences, or communicate ideas or information, art to document important or historical events Functional - artistic objects used in everyday lifePersuasive - artworks that promote ideas, philosophies, or products (e.g., advertising, marketing, propaganda, ideology, etc.)

Big Idea: Processes in the Arts Students will be actively involved in selecting media, techniques, and processes for creating artworks applying the elements of art and principles of design.AH-6-PA-S-VA2Students will use knowledge of the elements and principles of art and art terminology to:

create expressive artworks describe and critique their own work and the work of others

AH-06-4.4.1Students will create art for specific purposes using the elements of art and principles of design to communicate ideas.AH-06-4.4.2Students will use a variety of art media, processes and subject matter to communicate ideas, feelings and experiences.AH-6-PA-S-VA3Students will identify and apply criteria for evaluating visual arts (e.g., skill of artist, originality, emotional impact, variety, interest)AH-6-PA-S-VA4Students will demonstrate behavior appropriate for observing the particular context and style of the artwork being viewed; discuss opinions with peers in a supportive and constructive way AH-6-PA-S-VA5Students will describe personal responses to artwork; explain why there might be different responses to specific works of art (e.g., personal experience, interest, medium used, effectiveness of message)

Big Idea: Interrelationships Among the Arts- Visual ArtsGrade 7 Skills and Concepts - ArtsAH-7-IAA-S-1Students will recognize common terms and concepts used in various arts (e.g., tempo in dance and music).AH-7-IAA-S-2Students will identify communication of common themes or ideas across different art forms.AH-7-IAA-S-3Students will identify and explain connections between and among different art forms from the same culture or from the same time period.AH-7-IAA-S-4Students will describe commonalities between the arts and other subjects taught in the school (e.g., observation skills in visual arts and science, historical and cultural perspectives in the arts and social studies, shape in visual art and math, dance and a healthy lifestyle, fractions in music notation and math).AH-7-IAA-S-5Students will communicate common meaning through creating and performing in the four art forms.This content is not assessed at the state level, however, according to the National Standards for Arts Education, students "should be able to relate various types of arts knowledge and skills within and across the arts disciplines."

In Kentucky's Learning Goals, goal number 6 states:Students shall develop their abilities to connect and integrate experiences and new knowledge from all subject matter fields with what they have previously learned and build on past learning experiences to acquire new information through various media sources.6.1 Students connect knowledge and experiences from different subject areas.  According to 404 KAR 3:303 the Program of Studies outlines the minimum content standards for all students across grade levels and content areas. Although this content is not tested in the Commonwealth Accountability Testing System, it is required instruction in order for the course to meet the guidelines of 404 KAR 3:303.

Drama/TheatreBig Idea: Structure in the Arts -Drama/TheatreAH-06-1.3.1 DOK 2Students will identify or describe the use of elements of drama in dramatic works. Elements of drama: Literary elements – Script, Plot structures (exposition, rising action, climax or turning point, falling action, resolution), Suspense, Theme, Setting, Language (word choice/style used to create character, dialect, point of view), Monologue, Dialogue, EmpathyTechnical elements - Scenery (set), Sound, Lights, Make-up,Analyze the elements and write a short French scene with two characters that reinforces a simple plot. Take the scene and compare and contrast two different time periods.AH-6-SA-S-DT1Students will use appropriate terminology to identify and analyze the use of elements of drama (literary, technical, performance) in a variety of dramatic works.AH-6-SA-S-DT2Students will use the elements of drama in creating and performing dramatic works independently and with others.AH-6-SA-S-DT3Students will observe, describe, and apply creative dramatics (improvisation, mimicry, pantomime, role playing and story telling) in a variety of situations.Performance elements -Acting (e.g. character motivation and analysis),Speaking (e.g., breath control, projection, vocal expression, diction), Nonverbal expression (e.g., gestures, body alignment, facial expression, character blocking and movement, stage directions - stage left, stage right, center stage, upstage, downstage)All students should evaluate one character and identify the general background of the character. They should investigate the character by watching other people and putting together the character of their choice. Then the student should begin the stage blocking for performance of the character or characters.

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AH-06-1.3.2 Students will describe how the technical elements (scenery, props, costumes, make-up, lighting, sound) communicate setting and mood.AH-06-1.3.3 Students will explain how performance elements (e.g., acting, speaking, movement) can create a believable character.AH-06-1.3.4 Students will identify and describe the types of stages (arena, thrust, proscenium).

Big Idea: Humanity in the Arts – Drama AH-06-2.3.1 DOK 3Students will analyze or explain how diverse cultures and time periods are reflected in drama/theatre. Cultures:Bunraku (also called Banraku) - Japanese puppet theatre (Historical development and characteristics - developed as an art by late 1600s, characteristics of music, storytelling and sophisticated puppeteering)The students should study the history of Japanese theater. They should investigate the history of performance in Japan and then compare the culture to that of Native African and Native American culture. A guest artist may be contacted to assist in this area of study.Native American and African influences on American storytelling

AH-6-PCA-S-DT1Students will compare and explain purposes for which drama/theatre is created (sharing the human experience, passing on tradition and culture, recreational, artistic expression).AH-6-PCA-S-DT2Students will create or write new, observe, choose and perform dramatic works to fulfill a variety of specific purposes.AH-6-HA-S-DT1Students will describe and analyze distinguishing characteristics of dramatic work representing a variety of world cultures (Latin America, Asia) and time periods.AH-6-HA-S-DT2Students will observe, classify, and perform dramatic works representing a variety of world cultures and historical periods.AH-6-HA-S-DT3Students will examine dramatic works from various world cultures and explain how dramatic works reflect the culture, cultural beliefs, or blending of cultures; use examples to illustrate how dramatic works have directly influenced society or culture.AH-6-HA-S-DT4Students will examine dramatic works from various time periods and explain how the influence of time and place are reflected in them.

Big Idea: Purposes for Creating the Arts – Drama/TheatreAH-06-3.3.1 DOK 2Students will identify or explain how drama/theatre fulfills a variety of purposes.Sharing the human experience – to express or communicate emotion, feelings, ideas, information through dramatic works (e.g., social change, express or communicate universal themes, to interpret and recreate information, ideas and emotions)Passing on tradition and culture – to express or communicate feelings, ideas, information (e.g., narrative, storytelling, folktales, religious ritual and ceremony)Recreational – drama as recreation and for recreational events (e.g., for entertainment, diversion, festivals)Artistic expression – drama created with the intent to express or communicate emotion, feelings, ideas, information (e.g., dramatic works created and performed in a theatrical setting for an audience)Students should explore and elaborate on the different areas that drama might assist them in human experiences. They should compare social change since the beginning of theater and establish ideas that are similar or different. A class activity may be used to develop the elements of production at this point.The students may write their ideas regarding the elements and how they are different or alike in the world of today. They should be careful to formulate a plan using those technical elements of productions to develop this skill.AH-6-PCA-S-DT1Students will compare and explain purposes for which drama/theatre is created (sharing the human experience, passing on tradition and culture, recreational, artistic expression).AH-6-PCA-S-DT2Students will create or write new, observe, choose and perform dramatic works to fulfill a variety of specific purposes.

Big Idea: Processes in the Arts – Drama/TheatreAH-06-4.3.1 Students will create and perform using elements of drama. (Literary, Technical, Performance).AH-06-4.3.2 Students will improvise short dialogues and monologues.AH-06-4.33 Students will engage in dramatic activities that reflect historical times and cultures.Students should be divided into equal groups and select a scene from a published area . Each student should evaluate the character and illustrate what the character should be like through drawing and identifying the performance elements associated with that character. Observation is a key issue in formulating a character on stage. Students may predict what the character will be like as they create the character.AH-6-PA-S-DT1Students will be actively involved in creating, improvising, and performing dramatic works alone and with others, using elements of drama (Literary, Technical, Performance).AH-6-PA-S-DT2Students will use knowledge of elements of drama to: Create and perform dramatic works in an expressive manner. Describe and critique their own performances and the performances of others.AH-6-PA-S-DT3Students will use a variety of resources (e.g., research, peers, technology) to:

Write, refine, and record dialogue, monologues, and action. Explore jobs/careers and skills associated with dramatic arts (theater, media).

AH-6-PA-S-DT4

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Students will identify and apply criteria for evaluating dramatic works (e.g., skill of performers, originality, emotional impact, variety, interest, technical requirements: lighting, sound, scenery, costumes).AH-6-PA-S-DT5Students will demonstrate behavior appropriate for observing the particular context and style of dramatic works being performed; discuss opinions with peers in a supportive and constructive way.AH-06-4.3.4 Students will identify the skills necessary for jobs associated with theatre (playwright, director, actor, actress, designers, scenery, props, lighting, sounds, costume, make-up).As the students write the material for the monologue or dialogue, they should keep the technical elements and the performance elements in mind. They should adapt the performance area to their scripted movements. Often visual ideas help the students to achieve their goal of character performance.

Big Idea: Interrelationships Among the Arts- Drama/Theatre This content is not assessed at the state level, however, according to the National Standards for Arts Education, students "should be able to relate various types of arts knowledge and skills within and across the arts disciplines." In Kentucky's Learning Goals, goal number 6 states:Students shall develop their abilities to connect and integrate experiences and new knowledge from all subject matter fields with what they have previously learned and build on past learning experiences to acquire new information through various media sources.6.1 Students connect knowledge and experiences from different subject areas. According to 404 KAR 3:303 the Program of Studies outlines the minimum content standards for all students across grade levels and content areas. Although this content is not tested in the Commonwealth Accountability Testing System, it is required instruction in order for the course to meet the guidelines of 404 KAR 3:303.AH-6-IAA-S-1Students will recognize common terms and concepts used in various arts (e.g., tempo in dance and music).AH-6-IAA-S-2Students will identify communication of common themes or ideas across different art forms.AH-6-IAA-S-3Students will identify and explain connections between and among different art forms from the same culture or from the same time period.AH-6-IAA-S-4Students will describe commonalities between the arts and other subjects taught in the school (e.g., observation skills in visual arts and science, historical and cultural perspectives in the arts and social studies, shape in visual art and math, dance and a healthy lifestyle, fractions in music notation and math).AH-6-IAA-S-5Students will communicate common meaning through creating and performing in the four art forms.Students will have the opportunity to work with a guest artist. This artist will examine the areas of folk dancing from around the world.Each student will communicate the different areas of movement associated with dance. They may visit or view a common dance element and describe where the dance originated to complete the assignment. Use comparison and contrast to draw a conclusion of how this became an important part of the social structure being studied. Example is the dance used in Primitive Time when the hunters went out to hunt.

DANCEBig Idea: Structure in the Arts- DanceAH-06-1.2.1 DOK 2Students will identify or describe the use of elements in a variety of dances. Elements of dance:Space - direction (forward, backward, right, left, up, down, diagonal), pathway (straight, curved), levels (high, middle, low), shape (individual or group)Focus - audience (where viewer’s eye is drawn), dancer (single focus -looking in the direction of movement, multi focus - changing head/eye focus during movements)

Size - use of size in given space, or range of motionTime (Tempo) - accent, rhythmic pattern, duration Force - heavy/light, sharp/smooth, tension /relaxation, bound/flowing Choreographic Forms -AB, ABA, call and response, narrativeAH-06-1.2.2 Students will identify dances by: identifying theme (story), dance styles (e.g.,ballet, jazz, tap, modern), characteristics of the style (e.g., tap - feet as rhythmic instrument, ballroom - partnering), and the use of the elements of dance.Grade 6 Skills and Concepts - DanceAH-6-SA-S-Da1Students will use appropriate terminology to identify and analyze the use of elements in a variety of dance (space, time, force) to express thoughts, ideas, and feelings.AH-6-SA-S-Da2Students will observe, describe, and demonstrate choreographic forms in dance.AH-6-SA-S-Da3Students will apply elements of dance and principles of movement (e.g., balance, initiation of movement, weight shift) when observing, creating, and performing patterns of movement independently and with others.AH-6-SA-S-Da4Students will identify and describe themes and styles (including characteristics of styles) of dance.

Big Idea: Humanity in the Arts – DanceAH-06-2.2.1 DOK 3Students will analyze or explain how diverse cultures and time periods are reflected in dance.Cultures:

Latin American – Blending of cultural traditions can create new traditions Latin American dance characteristics reflected in American dance (e.g., clave rhythm, samba, salsa, cha-cha, Tango)

Asian – Isolation of culture or region results in a unique dance tradition (e.g., classical dance forms from India - bharata natyam, kathak)

Grade 6 Skills and Concepts - Dance AH-6-HA-S-Da1Students will describe and analyze distinguishing characteristics of dance representing a variety of world cultures (Latin America, Asia) and time periods.AH-6-HA-S-Da2

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Students will observe, classify, and perform dance representing a variety of world cultures and historical periods.AH-6-HA-S-Da3Students will examine dance from various world cultures and explain how dance reflects the culture, cultural beliefs, or blending of cultures; use examples to illustrate how dance has directly influenced society or culture.AH-6-HA-S-Da4Students will examine dance from various time periods and explain how the influence of time and place are reflected in the dance.

Big Idea: Purposes for Creating the Arts – DanceAH-06-3.2.1 DOK 2Students will identify or explain how dance fulfills a variety of purposes.Purposes of dance: (different roles of dance)Ceremonial – dances created or performed for rituals or celebrations (e.g., dances of Native Americans and West Africans to celebrate life events such as harvest, ritual dances associated with worship)Recreational – dancing for entertainment, to support recreational activities (e.g., ballroom, line dancing, aerobic dance, dance as a hobby)Artistic expression – dance created with the intent to express or communicate emotion, feelings, ideas (e.g., ballet, tap dance, modern dance, dance created and performed in a concert and/or theatrical setting for an audience)Grade 6 Skills and Concepts – DanceAH-6-PCA-S-Da1Students will compare and explain purposes for which dance is created (ceremonial, recreational, artistic expression).AH-6-PCA-S-Da2Students will create new, observe, choose and perform dance to fulfill a variety of specific purposes.

Big Idea: Processes in the Arts – DanceAH-06-4.2.1 Students will create an individual or a group dance with 2-3 other people using dance elements (space, time and force) that incorporates one of the following compositional forms: AB, ABA, call and response or narrative.AH-06-4.2.1 Students will create an individual or a group dance with 2-3 other people using dance elements (space, time and force) that incorporates one of the following compositional forms: AB, ABA, call and response or narrative.Grade 6 Skills and Concepts – Dance AH-6-PA-S-Da1 Students will be actively involved in creating and performing dance (incorporating the elements of dance: space, time and force) alone and with others.AH-6-PA-S-Da2 Students will create an improvisational dance with complex movements (beginning, middle and end).AH-6-PA-S-Da3Students will use knowledge of dance elements to create and perform dance in an expressive manner.A-6-PA-S-Da4Students will use knowledge of the elements of dance and dance terminology to describe and critique their own performances and the performances of others.AH-6-PA-S-Da5 Students will identify and apply criteria for evaluating dance (e.g., skill of performers, originality, emotional impact, variety, interest).AH-6-PA-S-Da6 Students will demonstrate behavior appropriate for observing the particular context and style of dance being performed; discuss opinions with peers in a supportive and constructive way.

Big Idea: Interrelationships Among the Arts- DanceThis content is not assessed at the state level, however, according to the National Standards for Arts Education, students "should be able to relate various types of arts knowledge and skills within and across the arts disciplines."

In Kentucky's Learning Goals, goal number 6 states:Students shall develop their abilities to connect and integrate experiences and new knowledge from all subject matter fields with what they have previously learned and build on past learning experiences to acquire new information through various media sources.6.1 Students connect knowledge and experiences from different subject areas.

According to 404 KAR 3:303 the Program of Studies outlines the minimum content standards for all students across grade levels and content areas. Although this content is not tested in the Commonwealth Accountability Testing System, it is required instruction in order for the course to meet the guidelines of 404 KAR 3:303.

Grade 6 Skills and Concepts - Arts AH-6-IAA-S-1Students will recognize common terms and concepts used in various arts (e.g., tempo in dance and music).AH-6-IAA-S-2Students will identify communication of common themes or ideas across different art forms.AH-6-IAA-S-3Students will identify and explain connections between and among different art forms from the same culture or from the same time period.

MUSICBig Idea: Structure in the Arts- MusicAH-06-1.1.1 DOK 2Students will identify or describe the use of elements in a variety of music.

Elements of music:Rhythm – syncopation, time signature (2/4, ¾, 4/4, 6/8), rhythmic durations (whole, half, quarter, eighth, sixteenth notes and rests, dotted half note and dotted quarter note) Tempo – Allegro, Moderato, Largo, Presto Melody – melodic phrase, treble and bass clef signs, pitch notation: letter names on grand staff, natural sign, sharp sign, flat sign

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Harmony – triads (chords)Form – AB, ABA, call and responseTimbre (tone color) – distinctive sounds of instruments, instrument families and voice parts (soprano, alto, tenor, bass)Dynamics – crescendo, decrescendo, dynamic markings/symbols: pp, p, mp, mf, f, ff, <, >

AH-06-1.1.2 Students will identify instruments according to classifications.Family – brass, woodwind, string, percussionVoices – soprano, alto, tenor, bassFolk – instruments used in folk musicOrchestral – instruments used in contemporary orchestral settings.Grade 6 Skills and Concepts – MusicAH-6-SA-S-Mu1Students will use appropriate terminology to identify and analyze the use of elements in a variety of music (rhythm, tempo, melody, harmony, form, timbre, dynamics)AH-6-SA-S-Mu2Students will use the elements of music while performing, singing, playing instruments, moving, listening, reading music, writing music, and creating music independently and with others.AH-6-SA-S-Mu3Students will listen to and explore how changing different elements results in different musical effects.AH-6-SA-S-Mu4Students will recognize, describe, and compare various styles of music (gospel, Broadway musicals, blues, popular, marches, ballads).AH-6-SA-S-Mu5Students will identify instruments according to classifications (family, voices, folk and orchestral instruments).Identify and perform beat, steady beat, tempo.Identify staff, bar lines, repeat signs, tie, fermata, accents.Identify a cadence.Recognize half and whole steps.Understand the meaning of a. Intervals b. ScalesKnow key signatures – C, Recognize and perform Harmonic Blues progression.Recognize major and minor tonality.Identify and perform keys on the keyboard.Identify 1st and 2nd endingsAH-06-1.1.3 Students will identify or explain various styles of music (gospel, Broadway musicals, blues, jazz, popular, marches, ballads).Improvisation

Big Idea: Humanity in the Arts – MusicAH-06-2.1.1 DOK 3Students will analyze or explain how diverse cultures and time periods are reflected in music. Cultures:Latin American – Blending of cultural traditions can create new traditions reflecting multiple culturesLatin American characteristics reflected in music of United States (e.g., clave rhythm, the popularity of Latin musical styles, such as samba, salsa, cha-cha, etc.,) in the U.S.Spanish influence on Mexican music (e.g., Mexican use of traditional Spanish musical instruments)Asian – Isolation of culture or region results in a unique musical tradition(e.g., unique and distinctive sounds of traditional Asian music and instruments, e.g., Japanese koto, Indian sitar).Grade 6 Skills and Concepts – Music AH-6-HA-S-Mu1Students will describe and analyze distinguishing characteristics of music representing a variety of world cultures (Latin America, Asia) and time periods.AH-6-HA-S-Mu2Students will listen to, perform, and classify music representing a variety of world cultures and historical periods.AH-6-HA-S-Mu3Students will examine music from various world cultures and explain how music reflects the culture, cultural beliefs, or blending of cultures; use examples to illustrate how music has directly influenced society or culture.AH-6-HA-S-Mu4Students will examine music from various time periods and explain how the influence of time and place are reflected in the music.

Big Idea: Purposes for Creating the Arts – MusicAH-06-3.1.1 DOK 2Students will identify or explain how music fulfills a variety of purposes.Purposes of music: (different roles of music)Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)Recreational – music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby)Artistic Expression – music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience)Grade 6 Skills and Concepts - Music AH-6-PCA-S-Mu1Students will compare and explain purposes for which music is created to fulfill (ceremonial, recreational, artistic expression).AH-6-PCA-S-Mu2Students will create new, listen to, choose and perform music to fulfill a variety of specific purposes.Understand the 3 purposes of music and give examples of each.

Big Idea: Processes in the Arts – Music

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AH-06-4.1.1 Students will create and notate in similar style answers to musical phrases.AH-06-4.1.2Students will improvise variations on given melodies.AH-06-4.1.3Students will compose and notate short pieces of music demonstrating unity/variety, tension/release and balance.AH-06-4.1.4 Students will use a variety of sound sources to create and perform music.AH-06-4.1.5Students will sing or play alone and sustain own part in an ensemble, a given piece of music with increasingly complex melodies and rhythmic patterns in treble and bass clef (with practice).

Grade 6 Skills and Concepts - Music AH-6-PA-S-Mu1Students will be actively involved in creating, notating, improvising, and performing music (e.g., similar style answers to musical phrases, variations on given melodies, demonstrating unity/variety, tension/release, and balance) alone and with others.AH-6-PA-S-Mu2Students will use knowledge of musical elements to create and perform music in an expressive manner.AH-6-PA-S-Mu3Students will sing or play alone, and sustain own part in an ensemble, a given piece of music with increasingly complex melodies and rhythmic patterns in treble and bass clef (with practice).AH-6-PA-S-Mu4Students will use knowledge of the elements of music and music terminology to describe and critique their own performances and the performances of others.AH-6-PA-S-Mu5Students will identify and apply criteria for evaluating music (e.g., skill of performers, originality, emotional impact, variety, interest).AH-6-PA-S-Mu6Students will demonstrate behavior appropriate for observing the particular context and style of music being performed: discuss opinions with peers in a supportive and constructive way.

Big Idea: Interrelationships Among the Arts- Music This content is not assessed at the state level, however, according to the National Standards for Arts Education, students "should be able to relate various types of arts knowledge and skills within and across the arts disciplines." In Kentucky's Learning Goals, goal number 6 states:Students shall develop their abilities to connect and integrate experiences and new knowledge from all subject matter fields with what they have previously learned and build on past learning experiences to acquire new information through various media sources.6.1 Students connect knowledge and experiences from different subject areas. According to 404 KAR 3:303 the Program of Studies outlines the minimum content standards for all students across grade levels and content areas. Although this content is not tested in the Commonwealth Accountability Testing System, it is required instruction in order for the course to meet the guidelines of 404 KAR 3:303.Grade 6 Skills and Concepts - Arts AH-6-IAA-S-1Students will recognize common terms and concepts used in various arts (e.g., tempo in dance and music).AH-6-IAA-S-2Students will identify communication of common themes or ideas across different art forms.AH-6-IAA-S-3Students will identify and explain connections between and among different art forms from the same culture or from the same time period.AH-6-IAA-S-4Students will describe commonalities between the arts and other subjects taught in the school (e.g., observation skills in visual arts and science, historical and cultural perspectives in the arts and social studies, shape in visual art and math, dance and a healthy lifestyle, fractions in music notation and math).AH-6-IAA-S-5Students will communicate common meaning through creating and performing in the four art forms.

TECHNOLOGYBig Idea: Information, Communication and Productivity IntermediateAccording to 404 KAR 3:303, the Program of Studies outlines the minimum content standards for all students across grade levels and content areas. Although this content is not tested in the Commonwealth Accountability Testing System, it is required instruction in order for the course to meet the guidelines of 404 KAR 3:303.T-MS-ICP-S-I1Students will use a variety of technology (e.g., probeware, handhelds, digital and video cameras, scanners) to collect, analyze and present in all content areasPowerPointAppropriate ResourcesInappropriate ResourcesPresentation

CollectAnalyzeTechnology

T-MS-ICP-S-I2Students will recognize, discuss and use terms/concepts related to the protection of computers, networks and information (e.g., virus protection, network security, passwords, firewalls, privacy laws) T-MS-ICP-S-I3Students will use proper keyboarding techniques, optimal posture and correct hand placement (e.g., continue appropriate finger reaches and building speed)backspace, shift, delete)T-MS-ICP-S-C1Students will use technology to communicate in a variety of modes (e.g., audio, speech to text, print, media)T-MS-ICP-S-C2Students will select and use appropriate technology to collect, analyze and share informationVirusNetwork

PasswordsFirewalls

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Privacy LawPosture

Keyboarding

T-MS-ICP-S-C3Students will use online collaboration and interactive projects (e.g., email, videoconferencing) to communicatewith others (e.g., experts, mentorsT-MS-ICP-S-C4Students will use a variety of electronic formats (e.g., web publishing, oral presentations, journals and multimedia presentations) to summarize and communicate resultsTE-SK- MS-ICP-04Students will use productivity tools to complete content assignments and projectsT-MS-ICP-S-P2Students will construct and publish information in printed and digital formats (e.g., printed reports, resumes, brochures, charts, multimedia presentations, videos and websites) for authentic audiencesT-MS-ICP-S-P3Students will use technology to develop innovative and creative products

Big Idea: Safety and Ethical/Social IssuesAccording to 404 KAR 3:303, the Program of Studies outlines the minimum content standards for all students across grade levels and content areas. Although this content is not tested in the Commonwealth Accountability Testing System, it is required instruction in order for the course to meet the guidelines of 404 KAR 3:303.T-MS-SESI-S-HI3Students will use technology to engage in interactive projects in the classroomT-MS-SESI-S-HI7Students will engage technology to support learning (e.g., online courses, online assessments)AssessmentMotivation

AccomplishmentReview

T-MS-SESI-S-S1Students will explain the importance of safe Internet use (e.g., iSafe skills)T-MS-SESI-S-S2Students will apply safe behavior when using technologyT-MS-SESI-S-HI1Students will use appropriate behavior related to computers, networks, digital information (e.g., security, privacy, passwords, personal information)T-MS-SESI-S-HI2Students will use proper social etiquette with any technology (e.g., email, blogs, IM, telephone, help desk) while collaborating with peers, experts and othersT-MS-SESI-S-EI1Students will describe intellectual property issues related to technologyT-MS-SESI-S-EI2Students will practice responsible (e.g., virus protection, passwords) use of technology adhering to the Acceptable Use Policy (AUP) as well as other state and federal lawsT-MS-SESI-S-EI3Students will model ethical behavior relating to security, privacy, passwords and personal information and recognize possible consequences of misuseT-MS-SESI-S-EI4Students will use legal and ethical practices when completing digital projects/school work and credit all participants for their contribution to the workT-MS-SESI-S-EI5Students will investigate basic issues related to responsible use of technology and describe personal consequences of inappropriate useT-MS-SESI-S-EI6Students will investigate software piracy, its impact on the technology industry and possible repercussions to individuals and/or the school districtT-MS-SESI-S-HI5Students will investigate how the use of technology affects humans in various ways (e.g., safety, comfort, choices and attitudes)T-MS-SESI-S-HI4Students will describe how societal expectations drive the acceptance and use of new products and systemsT-MS-SESI-S-HI6Students will explore how technology is used in different occupationsT-MS-SESI-S-HI8 Students will conclude that assistive technology supports learning to ensure equitable access to a productive life

Big Idea: Research, Inquiry/Problem-Solving and InnovationAccording to 404 KAR 3:303, the Program of Studies outlines the minimum content standards for all students across grade levels and content areas. Although this content is not tested in the Commonwealth Accountability Testing System, it is required instruction in order for the course to meet the guidelines of 404 KAR 3:303.T-MS-RIPSI-S-I1Students will use technology to express creativity in all content areasT-MS-RIPSI-S-R4Students will evaluate the accuracy and appropriateness of electronic informationT-MS-RIPSI-S-IP3Students will apply strategies for identifying and solving minor hardware and software problemsT-MS-RIPSI-S-IP4Students will use technology to solve problems using critical thinking and problem-solving strategiesT-MS-RIPSI-S-R1Students will demonstrate an understanding of the strengths and limitations of the InternetT-MS-RIPSI-S-R2Students will apply a research process model (e.g., Big6, Research Cycle) to conduct online researchT-MS-RIPSI-S-R3Students will locate and collect information from a variety of electronic resources (e.g. search engines, CDROM, online periodical databases, Virtual library/online catalogs, interactive video conferencing) and correctly cite sourcesTE-SK-MS-RII-3dStudents will organize information that is collected using a variety of tools (e.g., spreadsheet, database, saved files)T-MS-RIPSI-S-R5

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Students will communicate results of research and learning with others using the most appropriate tools (e.g., desktop-published or word-processed report, multimedia presentation)T-MS-RIPSI-S-R6Students will manipulate data using charting tools and graphic organizers (e.g., concept mapping, flow charting and outlining software) to connect ideas and organize informationT-MS-RIPSI-S-IP2Students will determine which technology is useful and select the appropriate tool(s) (e.g., calculators, data collection probes, videos, educational software) to inquire/problem- solve in self-directed and extended learningT-MS-RIPSI-S-IP5Students will explore how inquiry/ problem-solving impact science, technology, engineering and mathematics (STEM) (e.g., design, programming, robotics)T-MS-RIPSI-S-IP1Students will use appropriate technology and strategies to solve content-specific problems in the real-worldT-MS-RIPSI-S-I2Students will design, develop, publish and present original, innovative products (e.g., Web pages, video, robotics, online content)T-MS-RIPSI-S-I3Students will collaborate with peers, experts and others to develop solutions and innovative products (e.g., design/CAD, troubleshooting, helpdesk, models, systems)T-MS-RIPSI-S-I4Students will describe how technological innovation often results when ideas, knowledge or skills are shared within a technology

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